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COLLOQUIAL SPANISH 





Other Usetul Language Books 





COLLOQUIAL FRENCH 
COLLOQUIAL GERMAN 
COLLOQUIAL HINDUSTANI 
COLLOQUIAL ITALIAN 
LANGUAGE-STUDENTS MANUAL 








E. P. DUTTON & COMPANY 
681 FIFTH AVENUE 
NEW YORK 








COLLOQUIAL 
SPANISH 


By 
WILLIAM ROBERT PATTERSON 
F.RG.S., F.RAS., M.RA.S. FRAIL, M.C.P., Ete. 
Author of “ Language-Student’s Manual” 





NEW YORK 


E. P. DUTTON & COMPANY 
681 FIFTH AVENUE 


COPYRIGHT, 1919 
By E. P. DUTTON & COMPANY 





All Rights Reserved 





Printed in the United States of America. 


PREFACE 


Tuis work is intended for those who desire to acquire a fair 
knowledge of the Castilian tongue in the shortest possible 
time. It makes no pretension to completeness, but when 
the student arrives at the end of it, having mastered its 
contents, he should be able to write and speak the language 
with a very fair degree of accuracy. 

Practice with natives and with Spanish literature will 
be necessary for perfect understanding. 

I am greatly indebted to Captain A. T. Smith for his 
criticism and for his kind assistance in correcting the 


proofs. 
W. RB: P. 


El hombre que sabe dos idiomas vale dos hombres. 
(The man who knows two languages is worth two men.) 


2083057 





CONTENTS 


CHAPTER PAGE 

I. INTRODUCTORY REMARKS - - - 1 
II. PRONUNCIATION - et ae - 7 
Ill. THE FIRST LESSON - - . - 4 
IV. THE SECOND LESSON - - . - 25 
Vv. THE THIRD LESSON” - - - - 37 
VI. THE FOURTH LESSON - - - - & 

VII. THE FIFTH LESSON-~ - - ~ - 64 

VIII, THE SIXTH LESSON - - - - TT 

IX. THE SEVENTH LESSON - . - 92 
X. THE EIGHTH LESSON - . - - 103 
XI. THE NINTH LESSON’ - - - - 113 

XII. THE TENTH LESSON’ - - - - 124 

XIII. THE ELEVENTH LESSON - - - 136 

XIV. THE TWELFTH LESSON - - - 145 


APPENDIX - - - - ~ 155 





LESSON 


LEsson 


LESSON 


LEssoNn 


LESSON 


LESSON 


SCOPE: OF: LESSONS 


1.—Masculine and Feminine and Plural of Nouns. 


Presents of Auxiliary Verbs, Haber, Tener, 
Ser, Estar. Vocabulary. Numbers. Con- 


versation. 


2.—Possessive Pronouns—Regular Conjugations. 


Personal Pronouns. Comparison of Adjec- 
tives. Vocabulary. Conversation. 


3.—Imperatives. Conversation. A Verse. 


Diminutives and Augmentatives. 


4.—Futures of Verbs. Participles. Changes in 


Form of Verbs. Vocabulary. Conversa- 


tion. 


5.—Imperfect. Conditional. Past Definite. A 


Verse. Reflexive Verbs. Further Ex- 
amples of Diminutives and Augmentatives. 
AStory. An-Anecdote. A Verse. 


6.—A Story. Verbs with ‘d.’ Verbs with ‘de, 


con, en.’ Subjunctive. Conjugations of 
Irregular Verbs. Conversation. Use of 
Subjunctive. Further Conversation. 


%. SCOPE OF LESSONS 


Lesson 7.—Adverbs. AStory. AStory. The Rainbow. 
Vocabulary. A Story. Conversation. 
Seasons, Days, Months. 


Lesson 8.—A Story. Appearances. An Anecdote. An 
Amusing Epitaph. Some Relationships. 
Senses. Psychological Terms. A Joke. 
A Chestnut. A Riddlein Verse. A Story. 
Parts of the Body. 


Lesson 9.—Forming Sentences. Conversation. An Epi- 
gram. Three Riddles. Proverbs. An 
Anecdote. An Anecdote. Plant Life. 
Animal Life. Bird Life. Fish Life. 

Lesson 10.—Conversation. A Riddle. Domestic Articles. 
Foods. 


Lesson 11.—Thoughts. Inglaterra. AStory. Countries 
and Towns. Military Terms. Marine 
Terms. Trades, Professions, and Digni- 
ties. Commercial Terms. 


Lesson 12.—The Bull-fight (Fernan Caballero). Captain 
Harvey (Victor Hugo). Clothing. 


Collogquial Spanish 


CHAPTER I 
IntrRopucTorRy REMARKS 


CoMPARATIVELY, the Spanish tongue is not a difficult one 
to acquire. The pronunciation is simple, following fixed 
rules, and the accidence and syntax, in a broad sense, will 
present very few stumbling-blocks. In questions of 
advanced style all languages, of course, become compli- 
cated in their construction. This point, however, may be 
dismissed for the time being, since we are to learn the 
idiom from the beginning and in its simplest form at first 
in order to prepare a solid foundation for the more difficult 
work later. 

The student of Spanish is fortunate in having ready at 
his command a fairly extensive vocabulary, due to the 
resemblance of many Spanish words, in both orthography 
and meaning, with English ones. 

I select any Spanish work at random from my book- 
case and encounter, in the opening pages, the following 
words, which the reader will recognise and understand 
at once, even though the spelling may not be, in every case, 
exactly that of English— 


Volumen Literatura 
Moderno Valor 
Principal Extenso 
Publico Personal 
Autor Existir 


Cl4sico Oficial 


ae INTRODUCTORY REMARKS 


Idea Horror 
Compatriota Actual 
Vital Silencioso 
Indirecto Filésofo 
Ultimo Atmésfera 
Amoroso Literario 


Most English words ending in ‘-ion’ have ‘-ién’ in 
Spanish— . 
Consideracién Publicacién 
Investigacién Explicacién 


Definicién Generacién 
Cuestién Porcién 
Accién Repulsién 
Habitacién Concepcién 
Creacién Indicacién 
Observacién Emocién 
Manifestacién Impresién 
Sensacién Importacién 


The English substantive ending ‘-ty ’ is usually found 
in Spanish as ‘-dad ’— 


Sinceridad Austeridad 
Idealidad Realidad 
Generosidad Temeridad 
Ciudad (city) Tranquilidad 
Universidad Sinceridad 


‘The suffix ‘-ly ’ of English adverbs becomes in Spanish 
'-mente ’"— 
Profundamente Momenténeamente 
Frecuentamente § Generalmente 


' The foregoing are but a few instances of the close 
relationship between the English and Spanish tongues ; 
there are hests of others. If the student will scan the 


INTRODUCTORY REMARKS 3 


columns of any Spanish periodical he will discover dozens 
of words strongly resembling English ones ; it remains for 
him to master the intervening words, the purport of which 
he, as a beginner, will, of course, understand. 

This quick recognition of likeness will give him very 
little assistance in speaking the tongue, though the know- 
ledge that his work is, to a great extent, simplified will, 
without doubt, tend to encourage him. Few of the 
Spanish words I have chosen as examples would be 
understood by a native of Spain if they were pronounced 
by a Briton who knew no Spanish. The explanation is 
that both our vowels and consonants have sometimes 
other values than are found in Spanish, and vice versd, as 
I will show in the chapter dealing with pronunciation. 
The student who learns a foreign language merely for the 
purpose of reading is depriving himself of manifold 
pleasures, and will never attain originality ; there is as 
much fascination in speaking and writing as in reading. 

Now, it is quite a simple matter to grasp the signifi- 
cation of some words by studying the context, but it is 
by no means easy to recall a word at any given moment. 
It requires, therefore, very little effort to read and com- 
prehend what one reads. The question of speaking and 
writing is entirely another matter, and demands a certain 
degree of fluency on the student’s part, which can only be 
obtained by constant repetition. By constantly repeating 
a word or phrase it becomes absorbed by the brain 
without any effort of will and can generally be recalled 
instantly. Hundreds of expressions that are stored away 
somewhere in our brain-cells have been retained there 
by constant repetition. One of the secrets of modern 
advertising lies in bringing certain words, phrases, or 
illustrations continually before the eye of the public. It 
is, indeed, a very successful method. 


4 INTRODUCTORY REMARKS 


Consider, for a moment, the number of advertisements 
which you can remember having seen at various periods 
of your life. We have no reason to memorise these things, 
yet it is inevitable that we should do so, for they are 
thrust upon us at every turn,—in our periodicals, at the 
railway station, on moving vehicles, and on walls. The 
result of this constant repetition is clear; we memorise 
what we see by what may be termed a process of gradual 
absorption. By such a means we are less likely to forget 
than if we taxed the brain heavily over a short period. 
This is the best of all systems to adopt in the study of 
modern foreign languages, and even those words which 
resemble English words in their orthography must be 
treated in the same way. A large vocabulary is of little 
value unless it can be used for purposes of reading, writing, 
and speaking. I do not intend this work to be a complete 
guide to the Spanish tongue, for there exist so many 
already, and, moreover, my purpose would not be served 
by so doing. I propose only to teach the colloquial idiom 
with such idiomatic expressions as may be encountered in 
daily speech. 

An augmented vocabulary will only be necessary after 
the reader has mastered the contents of this book. 

The ordinary cheap phrase-books should be eschewed 
altogether by beginners, since the majority of them give 
only one probable answer to each question and will 
certainly not lead to versatility. 

I have found, from personal experience, that students 
learn with increased speed if they gesticulate moderately 
whilst repeating certain passages. It may be suggested 
that expressive Spanish is rich in gesticulation, which 
ought to be practised by learners. Another point that 
requires special attention is the method of utterance. 

The beginner must neither mumble nor whisper when 


INTRODUCTORY .REMARKS 5 


practising any phrase or passage, for mobility of the 
organs of speech is more than necessary to fluent 
articulation. 

The lips and the tongue especially should be mobile 
and the jaws must be given fuller play than is usual in 
speaking the English tongue. Many beginners, in their 
efforts to speak like a native and overcome by their own 
enthusiasm, imagine that rapidity of utterance tends to 
render their meaning clearer; but this is quite a mis- 
guided idea and does not constitute fluency. A man may 
be a fluent speaker, though a slow and deliberate one ; 
on the other hand, another may declaim with great speed 
and yet, make no pretence to fluency on account of the 
poorness of his grammar. It is rarely necessary to speak 
hurriedly. The tonic accent in Spanish is placed usually 
upon the penultimate syllable; ze., the syllable before 
the last; elsewhere it is indicated by a graphic sign. 
‘Tone’ takes a very important place in the study of 
foreign tongues and, unfortunately, very little attention is 
paid to it in teaching, for it is not only conducive to clear 
understanding, but it lends, at the same time, valuable 
assistance to the memory. 

‘Tone’ is more than pronunciation; it is that vocal 
quality which distinguishes the native from the foreigner, 
Though it may not be taught by means of a book, it can 
be acquired from the native. 

Language-study ought never to be forced, yet one 
should concentrate all one’s thoughts upon the lesson 
while it is in progress, and this can always be done 
without tiresome effort. 

' The amount of labour entailed in the acquirement of 
a foreign speech is as nothing compared to the benefit an 
intelligent individual may reap from such knowledge, for 
it not only brings its own reward as an asset to one’s 


6 INTRODUCTORY REMARKS 


education, and, incidentally, to one’s profession, but it also 
provides an admirable training for the brain in any other 
work it may be called upon to do. 

Now, take this book with you on your walks into the 
country and read aloud as you go. This is the healthiest 
form of study. 

Take it with you into the garden, on your daily 
journeys to and from your place of business, and on your 
holidays, and read either aloud or silently, even for a 
brief period. Remember that every odd minute is of 
value. Strive to cultivate persistency, and if you cannot 
go forward with your work, do not, on any account, fall 
behind. When you do not feel sufficiently energetic to 
undertake the study of a new chapter it would be a wise 
plan to read over the back work. There should be a 
frequent revision of all that has been done, for this forms 
the foundation of one’s knowledge, and it is quite evident 
that one’s progress depends upon the soundness of the 
elementary work. Do not imagine, because a Spanish 
word resembles its English equivalent, that less notice 
should be taken of it, but learn it as carefully as you do 
the rest, giving special attention to its pronunciation. 


CHAPTER II 
PRONUNCIATION 


Very few of the Spanish sounds will trouble the Briton. 
The vowels are pronounced as follows— 

A, a8 English ‘a’ in ‘ art’ and ‘ father.’ 

E, as English ‘a’ in ‘fame,’ spoken quickly without 
any suspicion of a diphthong. 

I, as English ‘ee’ in ‘ meet,’ spoken quickly. 

O, as English ‘o’ in ‘ poet’ or ‘ wrote.’ 

U, as English ‘ 00’ in ‘ boot’ or the ‘0’ of ‘ whose.’ 

In order to obtain the correct value of the above sounds 
in Spanish, the English equivalents should, as I have 
stated, be spoken quickly, since the Spaniards never drawl 
or prolong their vowels in conversation. 

The following consonants are sounded as in English : 
f, 1, m, n, p, 8, t. 

The difference between ‘b’ and ‘v’ is sometimes 
almost indistinguishable. The beginner, however, should 
give to each its English value. 

‘OC’ before ‘a,’ ‘0,’ or ‘u’ is sounded as in ‘ cake’ ; 
when followed by ‘e’ or ‘i’ it resembles a faint ‘th’ in 
‘ thank.’ 


As English ‘th’ As ‘c’ im ‘ cake’ 
Cebra (zebra). Caballo (horse). 
*  Cedro (cedar). Cabeza (head). 
. Cera (waz). Cabello (hair). 


Certificado (certificate). Cocina (kitchen). 
Cerveza (beer). Codo (elbow). 


8 PRONUNCIATION 


Cierto (certain). Cuatro (four). 
Cigarro (cigar). Cuchara (spoon). 
Cinco ? (fwwe). Cuello (neck). 


Civilizacién (civilisation). Cuna (cradle). 


‘Ch’ is pronounced as in ‘ church.’ 

“D’ resembles English ‘d’; sometimes at the end of 
words it sounds like a very faint ‘th,’ as in ‘that,’ es- 
pecially the final ‘d ’ of ‘-dad ’ (ciudad, universidad, etc.). 

“G’ before ‘a,’ ‘o’ or ‘u’ resembles the English ‘ g’ 
in the word ‘ garter’; before ‘e’ and ‘i’ it is equivalent 
to the German ‘ch’ in ‘loch’ and the Scots ‘ch’ in the 
same word. 


As‘g in ‘garter’ As Scots ‘ ch’ 
Gaceta (gazette). ' General (general). 
Gobierno (government). Gitano (gipsy). 
Gusto (taste, pleasure). Gemelo (twin). 
Guarda (guard). ' Género (genus). 
Grueso (thick). Girasol (sunflower). 


‘H’ is always silent. 

‘J’ is always guttural ; it resembles the Scots and 
German ‘ch’ in ‘loch,’ and the Spanish ‘g’ before ‘e’ 
and ‘i.’ 


Jabén (soap). Jamas (never). 
Jardin (garden). Jefe (chief). 
Joven (youth). Judfo (Jew). 
Jibia (cuttlefish). Juego (game). 
Jueves (Thursday). Julio (July). 
Juez (judge). é Junio (June). 


‘Li? sounds like the ‘Ili’ of ‘billiards’ or the ‘Il’ 
followed by ‘y’ in ‘will you?’ The Spanish word for 


1 This word contains both sounds. 





PRONUNCIATION 9 


“horse ’—‘caballo’—might, in English, be written 
* cabal’yo.’ 

“ Que- ’ is pronounced as English ‘ kay,’ spoken quickly 
and not drawled. 

“Qui-’ resembles the English word ‘key,’ also spoken 
quickly. 


Que- Qui- 
Quebrar (to break). Quieto (quiet). 
Quedar (to stay). Quimica (chemistry). 
Quemar (to burn). Quinto (fifth). 


*R’ must always be clearly sounded in Spanish ; this 
is most important ; it has practically the same phonetic 
value as the Scots ‘r.’ 

‘Rr’ will need more care still, since it is, of course, a 
double Spanish ‘r’ and therefore doubly rolled. It must 
be distinguished from the single ‘r’ always in order to 
avoid confusion, as in the case of the words ‘ pero’ and 
‘ perro,’ the former signifying ‘ but ’ and the latter ‘ dog.’ 

‘N’ may be identified with the ‘ ni’ of ‘ onion’ or the 
‘ny’ of ‘canyon’; the latter is written ‘cafion’ in 
Spanish. 

‘Z’ is pronounced like the English ‘th’ in ‘ think.’ 

Whenever diphthongs occur, each vowel contained in 
them must be clearly sounded. 

The appended list of words should be repeated over 
and over again until the student is able to pronounce the 
whole number without hesitation and without undue effort. 

Approximate English values are given in each case, and 
only those letters which are underlined are to be sounded. 


_ Ciudad (town). Theme-mood-Arthur. 
Minuto (minute). Me-noo-tone. 


Fiel ( faithful). Fee-elbow. 


10 PRONUNCIATION 





Muy (very). Moon-eel. 

Huelga (strike). Well-garter. 

Duefio (owner). D-wain-yole. 

Dia (day). Dee-art. 

Tiempo (time). T-yem-pony. 

Padre (father). Palm-drake. 

Pues (then). P-west (« e” open). 
Cielo (sky, heaven). Think-yale-O. 
Viuda (widow). View-dark. 

Pluma (pen). Plume-mart. 

Hay (there 1s). Mine. 

Pié (foot). P-yale. 

Muchacho (boy). Moon-charm-choke. 
Reloj (watch). Ray-loch (Scots and German). _ 
Y (and). Meet. 

Dos (two). Dose. 

Bueno ( good). B-way-note. 
Bolsillo (purse). Bowl-seal-yoke. 
Sobre (on). So-brake. 

Saber (to know). Psalm-bear. 


In the following words the guttural (strongly aspirated) 
‘j’ and ‘g’ are written as ‘h’ for convenience. 


Ligero (light). Lee-hair-O. 
Jabon (soap). Harm-bonnet. 
Dijo (he said). Dee-ho. 

General (general). Hen-air-alhambra. 


In Spanish, in words of more than one syllable Gia 
in a vowel, a diphthong, or ‘n’ or ‘s,’ the tonic. accent 


PRONUNCIATION 11 


falls upon the penultimate, unless any other syllable 
bears a graphic accent. If the word ends in any con- 
sonant but ‘n’ or ‘s,’ the tonic accent falls upon the 
ultimate. 


Penultimate Ultimate 
Muchacho (boy). Verdad (truth). 
Carmen (carmen). Mujer (woman). 
Martes (Tuesday). Fuf (was). 
Inmediatamente (immediately). Veloz (swift). 
Ventana (window). También (also). 
Enfadado (angry). Agitacién? (agitation), 


Some words are accented elsewhere, as it has been 
explained, and, in this case, they always bear the graphic 
accent, as in the following— 


Crénica (chronicle). Habito (costume). 
Vehfculo (vehicle). Idéntico (identical). 
Cientifico (scientific). Picaro (rascal). 


The Spanish ‘r’ and ‘rr’ are, as I have said, entitled 
to as much care as any other letter of the alphabet ; the 
student would do well to practise the following lines over 
and over again in a loud voice in order to perfect his 
pronunciation of this sound— 


*R con r, cigarro ; ? 
R con r, barril ; 
Rapidos corren los carros 
Del ferrocarril.” 





1 All words ending in ‘ -cién’ are accented upon the syllable 
*-6n.’ 
* Pronounce ‘r’ as ‘ ay-ray ’ (fate-rate) abruptly. 


12 PRONUNCIATION 


The translation runs— 


“R with r, cigar; , 
R with r, barrel ; 
Rapid run the cars 
Of the railway.” 


In terminating this chapter I should like to urge the 
student to seek the aid and advice of any Spanish lady or 
gentleman whom he may encounter at any time or in any 
place ; for, letit be agreed, half-an-hour’s practice with a 
native will teach him more than he would learn from any 
book over a similar period. 

Let him understand, too, that Spanish vowels are pure 
vowels, and that the majority of English ones are not pure, 
tending rather to resemble diphthongs. All the English 
vowels, therefore, in the phonetic equivalents previously 
given are to be spoken abruptly in order to lessen any 
danger of their being converted into diphthongs in the 
pronunciation of Spanish words. 

Every vowel in Spanish, whether single or in com- 
bination to form diphthongs and triphthongs, is to be 
given its full value. 


Pausa (pause). Papa-ooze-arm. 
Rey (king). Rate-eel. 
También (also). Tar-m-bee-enemy. 


Seais (that you be). Same-art-east. 


CHAPTER III 
THE First Lesson 


SPANISH nouns are either masculine or feminine, and their 
respective definite articles are ‘ el’ (masc.) and ‘la’ (fem.). 
The article ‘lo’ is used with adjectives and possessive 
pronouns having an abstract sense. 


El libro = The book. 

La casa = The house. 

Lo bueno = The good. 

Lo mio = Mine (what belongs to me). 


The definite article changes in the plural, thus— 


El = Los. 
La = Las. 


With very few exceptions, nouns ending in ‘o’ are 
masculine and those in ‘a’ feminine. 


Masculine Femanine 

E] tio (uncle). La tia (aunt). 

El hermano (brother). La hermana (sister). 

El cuchillo (knife). La pluma (pen). 

El cuadro (picture). La mesa, (table). 

A few words ending in ‘a’ are masculine, such as— 
F El poeta = Poet. 

Elhacha = Aze 
Elalma = 
El dia = Day. 


14 THE FIRST LESSON 


Similarly, a word ending in ‘o’ may be feminine, such as 
‘la mano” (hand). This point is so striking, however, 
that those words which present such a peculiarity are 
easily committed to memory. 

The best plan to adopt in learning the Spanish nouns 
is to repeat the article with each one, associating the one 
with the other. It should be noted, however, that nouns 
ending in ‘-cién’ and ‘d’ are feminine. 


Laciudad = Town, city. 
La salud = Health. 
La lecci6n = Lesson. 

La sociedad = Society. 
La pasi6n = Passion. 
La nacién = Nation. 


To form the plural of nouns an ‘s’ is added, and the 
article is also subject to change. When the noun ends in 
@ consonant ‘ es’ is added. 


Singular Plural 
El amigo (friend). Los amigos (friend). 
La amiga (friend). Las amigas (friends). 


El hombre (man). . 


La mujer (woman). 


Los hombres (men). 
Las mujeres (women). 


El libro (book). Los libros (books). 

La ciudad (town). Las ciudades (towns). 
El Arbol (éree). Los drboles (trees). 

El color (colour). Los colores (colours). 
La rosa (rose). Las rosas (roses). 

La leccién (lesson). Las lecciones (lessons). 


Note that whenever a substantive ends in ‘z’ this letter 
changes to ‘c’ before ‘es’ is added, as— 


La luz (light). 


Las luces. 


THE FIRST LESSON 15 


Also, most nouns which end in a vowel carrying a graphi 
accent add ‘es’ to form the plural, as— si 


El rubf (ruby). Los rubfes. 


The position of the graphic accent does not change. 

Let us now commit to memory the present indicative 
tenses of the verbs ‘to have’ and ‘to be.’ These need 
some explanation, since there are two of each. 

These are— 


To have. (1). Haber. (2). Tener. 
To be. (1). Ser. (2). Estar. 


_ For the present, let the following explanations suffice— 
‘Haber’ is an auxiliary verb. 
Yo ho estado = I have been. 
‘Tener ’ signifies ‘to have’ (to hold). 
Yo tengo = I have (I hold). 
‘Ser ’ suggests the idea of a permanent state. 
Yo soy soldado = I am a soldier. 
‘Estar’ suggests a temporary state. 
Yo estoy enfermo = I am ull. 
The correct usage of the two verbs ‘ser’ and ‘estar’ 
is purely a matter of practice, and its difficulties are 


apparent even to natives of Spain. Explanations will be 
given, throughout this book, whenever the tenses of these 


verbs occur. 


i Present Indicative 
Haber Tener Ser Estar 
(Z) Yo he Tengo Soy Estoy — 
(thou) Tui has Tienes Eres Estas 


(he) El ha Tiene ' Ks Esta 


16 THE FIRST LESSON 


(she) Ella ha Tiene Es Esté 
(we) Nosotros hemos Tenemos Somos Estamos 
(you) Vosotros habéis Tenéis Sois Estais 
(they)  Ellos han Tienen Son Estén 
(they, f.) Ellas han Tienen Son Estén 


A short vocabulary follows which will help the student 
to a better understanding of the phrases which succeed it, 
and which are to be considered as a foundation for the more 
comprehensive sentences in later chapters. Do not turn 
over any page until you have mastered all that is contained 
therein. All the work in this book is so graduated that 
no page should prove truly difficult if the past vocabularies 
and rules and exercises have been honestly treated. 


VOCABULARY 
Bueno = good (masc.). | Buena = good (fem.). 
Buenos! = good (masc. Buenas = good (fem. 
pluri.). plur.). 
El caballero = gentleman, sir. | El dia = day. 
La tarde = afternoon, La noche = night. 
evening. Este* = this (masc.) 
La casa = house. Esto = this (neut.). 
Esta = this (fem.). Del = of the (masc.) 
De = Of. De los = of the (masc 
Dela = of the (fem.). plur.). 
De las =of the (fem. | Como? = hw? 
plur.). Bien = well. 
Muy = very. Qué? = what? 
Gracias (fem. = thanks. El palacio = palace. 
plur.) Ni —— ni = neither —— 
El edificio = building. nor. 
El teatro = theatre. Una (fem.) =a. 
Un (masc.) =a. No = no; not. 
Un sefior =a gentleman, | Seiiorita = young lady, 
sir. f miss. 
V. or Vd. = you.® El periodico = newspaper. 








. Adjectives agree,in gender and number, with the nouns they 
qualify. ‘ 

2 Also ‘ ese, esa, eso,’ but usually signifying ‘that.’ 

* Pronounced ‘ oo-sted’ (‘d’ as ‘th ’*); a polite form used only 
with the third person singular of the verb. 








THE FIRST LESSON 17 
El libro = book. Dos = two. 
El padre = father La verdad = truth, 
El perro = dog. Sino = but. 
Si y = yes. Uno = one. 
No sino = only. Mucho (masc.) = much; alot of. 
Contento = content. Muchos (masc. = many. 
Mucha (fem.) = much. plur.) 
Muchas (fem. = many Porqué ? = why? 
plur.) i = my. 
Porque = because El hermano = brother. 
Nada (no —— = nothing Lahermana = sister. 
nada) Pobre = ‘ 
La madre © = mother. El amigo = friend. 
Rico (rica) = rich. = oneself, tiself, 
Elsombrero = hat. yourself, 
Llamar = to call. themselves 
Llamarse = to call oneself. | Me = myself, me. 
Cinco = five. Cuanto (masc.) = how much? 
Cuanta (fem.) = much ? Cuantos (mas. = how many? 
Cuantas (fem. = how many? plur.) 
plur.) El hijo = son. 
La hija = daughter. La mujer = woman; wife 
Yo sé = I know. V. sabe = you 
Pero = but. La edad = age. 
Creo = I believe. El afio = 
The numbers from one to a hundred are— 
1. Uno (una, f.). 11. Once. 
2. Dos. 12. Doce. 
3. Tres. 13. Trece. 
4. Cuatro. 14. Catorce. 
5. Cinco. 15. Quince. 
6. Seis. 16. Diez y seis. 
7. Siete. 17. Diez y siete. 
8. Ocho. 18. Diez y ocho. 
9. Nueve. 19. Diez y nueve. 
i 10. Diez. 20. Veinte. 
' From twenty to a hundred thus— 
21. Veinte y uno 40. Cuarenta. 
(veintiuno). 
30. Treinta. 50. Cincuenta. 


18 


THE FIRST LESSON 


60. Sesenta, 100. _Ciento. 

70. Setenta. 101. Ciento y uno. 

80. Ochenta. 1,000. Mil. 

90. Noventa. 1,000,000, Un millén. 

The ordinal numbers are— 
lst. ‘Primero. llth. Undécimo. 
(décimoprimero). 
2nd. Segundo. 12th. Duodécimo. 
3rd. Tercero. 13th. Décimotercio. 
4th. Cuarto. 14th. Décimocuarto. 
5th. Quinto. 15th. Décimoquinto. 
6th. Sexto. 16th. Décimosexto. 
7th. Séptimo (sétimo). 17th. Décimoséptimo. 
8th. Octavo. 18th. Décimoctavo. 
9th. |Noveno (nono). 19th. Décimonono. 
10th. Décimo. 20th. Vigésimo. 
From the twentieth onward thus— 
21st. Vigésimo primero 70th. Septuagésimo. 
30th. Trigésimo. 80th. Octogésimo. 
40th. Cuadragésimo. 90th. Nonagésimo. 
50th. Quincuagésimo. 100th. Centésimo. 
60th. Sexagésimo. 1,000¢h. Milésimo. 
El lapiz = pencil. El soldado = soldier. 
Medio = half. Joven = young. 
Viejo = old. Aquel (masc.) = that. 
Aquella (fem.) = that. Aquellos, = that. 
Tambien = also. uellas (pl.) 
En Se Se dice =ts said, one 
Inglés = English. says. 
Francés = French. Espafiol = Spanish. 
Me gusta = Ilike (it tastes Aleman = German. 
to me). Gustar = to like ; tasie. 

Yo hablo = I speak. Hablar = to speak. 


THE FIRST LESSON 19 





i deer ee 

Mal, malo = bad. En =n. 
(masc.) Mala (fem.) = bad. 

La naranja = orange. Solamente = only. 

El primo = cousin. La prima = cousin. 
(masc.) lem.) 

CONVERSATIONAL MATTER 

Buenos dias, caballero! = Good morning, sir! 

Buenos dias, sefior Cas- = Good morning, Mr. Cas- 
telar ! telar ! 

Buenas tardes, sefiorita! -= Good evening, miss.! 

Buenas noches, sefiora ! -= Good night, madam. 

Qué casa es esta ? = What house is that ? 

Ks la casa del sejior = Itis Mr. Gonzales’ house. 
Gonzales 

Como est& V. ? = How are you? (How do 

you do?) 

Muy bien, gracias -= Very well, thank you. 

Qué edificio es este ? == What building is that? 

Ks un teatro -= It is a theatre. 

No es un palacio ? = Isn’t it a palace? 

No, sefior, no es un palacio = No, sir, it is not a 

palace. 

Tiene V. un libro ? = Have you a book ? 

No, sefiorita, no tengo ni = No, miss, I have neither 
libro ni periddico book nor newspaper. 
Mi padre tiene dos perros -= My father has two 

dogs. 
Es verdad ? == Is that so? (Is it true ?) 
Si, es verdad = Yes, it is true. 
Mi madre tiene tres gatos = My mother has three 
cats. 
1 ‘Tarde’ also signifies: afternoon.’  ‘Sefiorita’ signifies 


young lady’ or ‘ Miss’ (Mademoiselle, Fr.). 


20 THE FIRST LESSON 


Yo no tengo sino uno = I have only one. 

Estoy muy contento -= Iam very content. 
Porqué esté V. contento? = Why are you content? 
Porque tengo mucho dinero = Because I have much 


money. 
Mi hermano no tiene nada = My brother has nothing. 
No tiene nada ? =: He has nothing ? 
No, pero mi hermana tiene = No, but my sister has a 
mucho dinero lot of money. 


Ks rica, la hermana de V.? = Is she rich, your sister ? 
Si, pero mi hermano es = Yes, but my brother is 


pobre poor. 
Qué es eso ? -. What is that? 
Es un sombrero == It is a hat. 
Quién es este caballero? == Who is this gentleman ? 
Es mi amigo = It is my friend. 
Qué tiene el ? -= What has he ? 
No tiene nada — He has nothing. 
Tiene V. algo ? == Have you anything ? 
Si, tengo este periddico = Yes, I have this news- 
‘paper. 
Quién es este hombre ? = Who is this man? 
Ks mi vecino = He is my neighbour. 
Es rico ? = Is he rich? 
No, es muy pobre = No, he is very poor. 
Cémo se llama V. ? = What is your name? 
(How do you call your- 
self ?) 
Me llamo Juan = Iam called John (I call 
myself John). 


Cémo se llama este hombre ?2= What is this man’s 
| | name? (How calls 
himself this man ?) 
Se llama Pedro = His name is Peter. 


THE FIRST LESSON a1 


Tiene él una hermana? = Has he a sister? 

Tiene cinco = He has five. 

Qué hombre ! = What a man! 

Porqué ? == Why? 

Porque tiene cinco her- = Because he has five 
manas ! sisters. 

Cuantas hermanas tiene = How many sisters have 
V.? you? 

No tengo sino una = I have only one. 

Cuantos hijos tiene esta = How many sons has this 
mujer ? woman ? 

No sé! = I don’t know. 

Como, V. no sabe ? = What,! you don’t know? 

No, pero sé que tiene una = No, but I know that she 
hija. has a daughter. 

Es guapa la hija ? = Is she pretty, the daugh - 

ter ? 
Si, sefior,es muy guapa = Yes, sir, she is very 
pretty. 
Qué edad tiene ella ? = How old is she? (What 


age has she?) 
Creo que tiene diez y seis =I believe that she is 
afios sixteen years old. 
(I believe that she has 
ten and six years). 
Cuantos afios tiene esa = How old is that young 


sefiorita ? lady ? 
No tiene sino catorce afios = She is only fourteen and 
y medio a half. 
Es muy joven ! = She is very young. 
Mi padre es muy viejo = My father is very old. 
Y mi madre tambien = And my mother also. 








1 In such a case, ‘what!’ becomes ‘como?’ in Spanish, re- 
sembling the French ‘ comment ?’ 


22 THE FIRST LESSON 


Cémo se dice ‘nine’ en = How does one say ‘nine ’ 


espafiol ? in Spanish ? 

Se dice ‘ nueve,’ sefior = One says ‘ nueve,’ sir. 

Y como se dice ‘nueve’ en = And how does one say 
aleman ? ' *nueve’ in German? 

No sé, sefior = I don’t know, sir.. 

No sabe V. alem4n ? = Don’t you know German? 

No, sefior, porque no me = No, sir, because I don’t 
gusta like (it). 

Habla V. francés? = Do you speak French ? 


No, amigo, pero mi her- = No, friend, but my 
mano lo habla muy bien brother speaks it very 


well. 

Habla el inglés ? == Does he speak English ? 

No lo habla = He doesn’t speak it. 

Porqué no ? = Why not ? 

Porgue no lo sabe = Because he doesn’t know 
it. 

Dénde esta el libro ? = Where is the book. 

Est& en el cuarto = It is in the room. 

Si, pero en qué cuarto ? = Yes, but in which room ? 

En el cuarto de mi hijo = In my son’s room. 

Como se llama aquella = What is that lady’s 

sefiora @ name ? 

Se llama sefiora Romanos = She is _ called Mrs. 
Romanos. 

Qué tiene en la mano ? = What has she in her (the) 
hand ? 

Tiene un periédico espaiiol = She has a Spanish news- 
paper. 

Habla ella espafiol ? = Does she speak Spanish ? 


Ella habla no solamente = She speaks not only 
espafiol pero tambien Spanish but also Eng- 
inglés lish. 


THE FIRST LESSON 23 


Es este libro bueno ? = Is this book good ? 
Si, caballero, es muy bueno = Yes, sir, it is very good. 
Ks esta naranja buena? = Is this orange good ? 
No, amigo, es mala = No, friend, it is bad. 
Quién tiene mi lapiz ? = Who has my pencil ? 
Mi primo lo tiene == My cousin has it. 
De quién es esta flor ? = Whose (of whom) is this 
flower ? 
Es de mi prima = It is my cousin’s (fem.). 
Esté el soldado en casa? = Is the soldier at home ? 
No, sefior, no esté en casa = No, sir, he is not at home. 
Donde esté ? = Where is he? 
No 86, sefior = I don’t know, sir. 
Porqué no lo sabe V. ? = Why don’t you know it? 
Porque no me gusta ese = Because I don’t like that 
soldado soldier. 
Adios ! = Good-bye! 
Notes 


The student will undoubtedly have remarked a few 
peculiarities in the foregoing exercise which will have led 
him to seek an explanation of them. 


(1). The various parts of a verb may be used without the 
pronoun, customary in English. Hence the Span- 
iard will say ‘es’ for ‘he is’ or ‘she is’ or ‘it 
is’ or ‘ you are’ (with ‘ Vd.’). 

(2). Some words precede the verb in Spanish where they 
follow it in English, as in ‘No lo sé!’ signifying 
‘I don’t know it!’ Here ‘lo’ (i) precedes the 
verb ‘sé.’ This order of words in the sentence 
must be closely studied by the beginner, for it 
bears greatly upon both clear understanding and 
intelligible expression. We shall notice the same 


(3). 


(6). 


(7). 


THE FIRST LESSON 


point later with respect to adjectives and the 
nouns they qualify. 

‘De’ signifies ‘ of.’ Since it has a possessive signifi- 
cation, it becomes equivalent to the English ‘’s,’ 
so that ‘de mi padre’ may be translated into 
English either ‘of my father’ or ‘my father’s.’ 


Notice the difference between ‘esta’ (without an 
accent) signifying ‘this,’ and ‘est&’ (with an 
accent) signifying ‘is.’ 

It should be observed that Spanish adjectives agree, 
both in gender and number, with the nouns they 
accompany. The adjective ‘good’ used with a 
masculine singular noun is therefore “ bueno,’ with 
a feminine singular. noun “ buena,’ with the plurals 
‘buenos’ and ‘ buenas’ according to gender. 


In order to make a sentence interrogative the verb 
precedes the pronoun. There is, in such cases, no 
Spanish equivalent for our interrogative ‘do?’ 
and ‘does ?’ 

Take care over the pronunciation of words which are 
spelled alike yet differently accented ; ‘esta’ and 
‘ porque ’ are accented on the first syllable ; ‘ esta ’ 
and ‘ porqué ’ on the final syllable. To accentuate 
wrongly is to be misunderstood, of course. 


CHAPTER IV 
THE Seconp LEsson 


THE student ought on no account to commence the study 
of this lesson until he has mastered every rule and Spanish 
word and sentence in the previous chapter. By employing 
those odd moments, precious enough, which occur through- 
out the day in a careful revision and repetition of them, 
he will discover that language-learning is not so difficult 
as is popularly imagined, nor so irksome. 


The possessive pronouns in Spanish are— 


English Sing. Plur. 

1. My Mi Mis 
Thy Tu Tus 
His (her, its) Su Sus 
Our Nuestro,-a Nuestros,-as 
Your Vuestro,-a Vuestros,-as 
Thew Su Sus 

2. Mine Mio,-a Mios,-as 
Thine Tuyo,-a Tuyos,-as 
His (her, is) Suyo,-a Suyos,-as 
Ours Nuestro,-a Nuestros,-as 
Yours Vuestro,-a Vuestros,-as 
Theirs Suyo,-a Suyos,-as 


There are three conjugations of verbs, their infinitives 
ending respectively in ‘-ar,’ ‘-er,’ and ‘-ir,’ 


26 THE SECOND LESSON 


Their present indicative tenses are as follows— 


Amar Temer Partir 
(to Love) (to fear) (to part, divide) 
Yo amo Temo Parto 
Ti amas Temes - Partes 
El ama Teme — Parte 
Nosotros amamos Tememos Partimos 
Vosotros amais Temeis Partis 
Ellosaman Temen -Parten 
Their past participles are— 
Amado (loved). Temido (feared). Partido (divided). 
The personal pronouns are— 
Nom. Ace. Dai. 
i. Yo. Me. ; Me (4 mf). 
Thou. Tu. Te (4 ti). Te (4 tf). 
He (it). El. Le, lo (4 él). Le (4 ). 
She (it). Ella. La (4 ella). Le (4 ella). 
It. Ello. Lo (4 ello). Lo (4 ello). 
We. Nosotros. Nos (&nosotros). Nos (4 nosotros). 
You. Vosotros. Os (4 vosotros). Os (& vosotros). 
They (masc.). Ellos. Los (4 ellos). Les (4 ellos). 
They (fem.). Elias. Las (4 ellas). Les (4 ellas). 


"The degrees of comparison of adjectives are formed thus — 


Feliz = Happy. 

Mas feliz que —— = ‘Happier than ——. 
Tan feliz como —— = As happy as ——. 
Menos feliz que ——- = Less happy than ——. 


The superlatives are formed thus— 


El mas feliz = The happiest. 
El menos feliz = The least happy. 


Study carefully the following irregularities— 


THE SECOND LESSON 27 
Positive Comparative Superlative. 
Bueno Mejor. El mejor (6ptimo). 
Malo. Peor. EI peor (pésimo). 
Grande Mayor El major (maximo). 
Pequefio Menor El menor (minimo). 
Alto. Superior. El superior (supremo). 
Bajo Inferior. El inferior (infimo). 


Turning again to the verb, it should be noted that in 
general the word ‘ you’ is translated by ‘ V.’ (or ‘ Vd.’ in 
some works), and is used with the third person singular of 
the verb-tense. The plural form ‘ Vs. ’(or ‘ Vds.’) is used 
with the third person plural, and is pronounced ‘ Oo-sted- 
ez,’ accented on ‘sted. 


EI reloj 
La botella 





VOCABULARY 
= Igo. Vengo = I come. 
= thou goest. Vienes = thou comesi 
= he goes. Viene = he comes. 
= we go Venimos = we come. 
= you go Venis = you come 
= they go Vienen = they come 
= there. Trabaja = he works 
= nothing Quiero = I want. 
= hand. Quiera = he wants. 
= watch. El aqua = water. 
= bottle. Hay = there is, there 
: are. 
= little. Pocos, pocas = few. 
= TJ feel (1 am | El oro = gold. 
sorry). 
= “eer Enfermo = ii, 
= he (it, she) can. | Tenerhambre = to be hungry. 
= lo be thirsty. El vaso = glass. 
= wine. Vender = to sell 
= he sells Cuanto (masc.) = how much ? 
= to cost, Cuanta (fem.) = how much? 
= i costs. Barato = cheap. 
= dear. Otro, a = other. 
= high, tall. Gordo, a = fat, stout. 
= for. El mes = month. 
= pretty. El — te — 
= la é. Bastan “6 E 
= nae, do. Hace = does, makes 





1 Note that ‘ quiere’ is also used with ‘ella’ (she) and ‘ Vd.’ 


(you). 

















28 THE SECOND LESSON 
El frio = cold (coldness). | El calor = heat. 
La ciudad = town. Gustar = to taste, like. 
Talvez = perhaps, may- | Estudiar ' = to study. 
be. 
Aprender = to learn. El tiempo = time ; weather. 
Quiere Vd.? = do you want, | Quiero = I want, wish. 
wish, love ? love. 
Querer = to — wish, | La lastima = pity, grief. 
ve. 
La cosa = thing. Entonces = then. 
El aqua = water. La cerveza = beer 
—_— = either or. | La vez = time (ordinal) 
Ni ni = neither Dos veces a 
nor. 
Cuando = when. De vez en = from time to 
cuando time. 
La mafiana = morning. El café = coffee. 
Tomar = to take. Dar = to give 
Un pedazo = piece, bit. Doy = I give 
Dé (Vd.) = give! Das = thou givesi 
Tome (Vd.) = take! Da = he gives 
Traiga(Vd.) = bring!} Damos = we grve 
Venga(Vd.) = come!!! Dais = you give 
Vaya (Vd.) = go hl Dan = they give 
El jardin = garden. Aqui = here. 
Con = with. Conmigo = with me 
Sobre = on. La mesa = table. 
La manteca = El favor = favour, kind- 
(mantequilla) ness. 
Por = by, for. El placer = pleasure 
Desear = to wish, desire. | Pronunciar = to pronounce 
La pronuncia- = pronuncia- Mandar = to send. 
cién ? tion. 
Mande (Vd.) = send. Algo = anything, 
something 
La semana = week. Escriba (Vd.) = write. 
Escribir = to write Elcuchillo = knife. 
La carta = s Feliz = happy. 
La caja = box. Amar = to love. 
Triste = sad. Dificil = difficult 
Facil = easy. Viejo = old. 
Joven = young. Puedo = I can. 
Poder # = to be able (can). | Pueden = They can 
Vd. puede == he can. El paquete = parcel. 
Dispense Vd.! = pardon (you)! | Alli, ahi = there 
Recibir = to receive. 
1 Infinitives : ‘ Traer,’ ‘ Venir,’ ‘Ir.’ These verbs are irregular 


in their conjugation. 
2 All words ending it in ‘—cién ’ are Semninine, 
* French ‘ pouvoir.’ 


THE SECOND LESSON 29 


CONVERSATIONAL MATTER 


De dénde vienen Vds., = Where do youcome from, 
sefiores ? gentlemen ? 
Venimos del teatro = We come from _ the 
theatre. 
Quién esté ahi ? = Who is there? 
Mi padre esta ahi = My father is there. 
Quién es Vd. ? = Who are you? 
Un soldado del rey, sefior = A soldier of the king, sir. 
Qué quiere Vd. ? == What do you want? 
No quiero nada = I want nothing. 
Qué quiere este hombre? = What does this man 
want ? 
Creo que quiere dinero = I believe (think) he wants 
money. 
Porqué quiere dinero ? = Why does he _ want 
money ? 
Porque es un hombre muy = Because he is a very poor 
pobre man. 
Porqué es pobre ? = Why is he poor? 
Porque no trabaja = Because he doesn’t work. 
Porqué no trabaja ? = Why doesn’t he work? 
Porque es perezoso = Because he is lazy. 
Porqué es perezoso ? = Why is he lazy? 
Porque no quiere trabajar = Because he doesn’t want 
to work. 
Es perezoso tambien su = Is his father also lazy? 
padre ? : 
Si, es perezoso = Yes, he is lazy. 


Es* perezosa tambien su = Is his mother also lazy? 
madre ? 

Si, pero no t&4n perezosa = Yes, but not so lazy as 
como su padre his father. 


30 THE SECOND LESSON 


Qué tiene Vd. en la mano? = What have you in your 


hand ? 
No tengo nada en la mano = I have nothing in my 
derecha right hand. 
Pero qué tiene Vd. en la = But what have you in 
mano izquierda ? your left hand? 
Tengo mi reloj = I have my watch. 
Hay agua en Ja botella? = Is there any water in the 
bottle ? 
Creo que hay muy poca =I think (believe) there is 
very little. 
No hay vino en_ esta = There is no wine in this 
botella ! bottle ! 
Lo siento mucho ! = Iam very sorry ! 
Es de oro 6 de plata ese = Is this watch of gold or 
reloj ? of silver ? 
No sé, pero creo que es de = I don’t know, but I think 
plata _ it is of silver. 
Est Vd. enfermo ? = Are you ill? 


No, amigo, no estoy en- = No, friend, I’m not ill. 
fermo 

Tiene hambre su amigo de = Is your friend hungry ? 
Vd. 21 


Puede ser ! = It may be! (Perhaps). 

Tiene sed tambien ? = Is he thirsty also? 

No lo creo! = I don’t think so! 

Quiere Vd. un vaso de vino? = Do you want a glass of 

wine ? 

Si, sefior, por favor ! = Yes, sir, please ! 

Tiene este alumno muchos = Has this pupil many 
amigos ? friends ? 

No tiene muchos = He hasn’t many. 





1 *de Vd.’ is used to emphasise the meaning of ‘ your,’ because 
*su’ also signifies ‘her,’ ‘ its,’ and ‘ their.’ 


THE SECOND LESSON 31 


No hay leche ? _ = Is there no milk? 

No, sefiora, no hay = No, madam, there isn’t. 

Vende Vd. periddicus in- = Do you sell English news- 
gleses ? papers ? 

Si, sefior, los vendo = Yes, sir, I sell them. 

Cuanto cuesta este libro? = How much does this book 

cost ? 
_ No cuesta mucho; es muy = It doesn’t cost much ; it’s 

barato very cheap. 

Ks caro este ? = Is this dear? 

No t4n caro como el otro = Not so dear as the other. 

Mi hermano es mas alto = My brother is taller 
que mi padre than my father. 

Kis verdad ? = Is that so? (Is it true ?) 
Si, pero mi hermana es = Yes, but my sister is less 
- noenos alta que mi madre tall than my mother. 

Y su tio ? = And your uncle? 
Es muy gordo = He is very stout (fat). 
Y su tia tambien ? = And your aunt, too? 
O, no, sefior, ella no es tin = Oh, no, sir, she isn’t so 
gorda como él fat as he is. 
Ks para mij la carta ? = Is the letter for me? 
_ No, sefiorita, es para mi = No, miss, it is for me. 
Cuantos meses tiene el = How many months has 
aio ? the year? 
El afio tiene doce meses = The year has_ twelve 
months. 
Adénde va Vd.? = Where are you going ? 
Voy al teatro =I am going to the 
theatre. 
Con quién ? = With whom? 
Con mis hermanas . = With my sisters. 
Son hermosas ? = Are they pretty ? 


Si,son muy hermosas _ = Yes, they are very pretty. 


32 THE SECOND LESSON 


Dénde estén sus hijos de = Where are your sons ? 
Vd.? 


Estan en Londres =- They are in London. 

Qué hace su hija de 61? += What does his daughter 
do? 

No sé qué hace =I don’t know what she 
does. 

Qué idioma habla 2 == What language does she 
speak ? 

Habla el frances bastante -- She speaks French well 

bien enough. 


No habla ella otra lengua ? = Doesn’t she speak any 
other language ? 


Creo que no! == I don’t think so! 
Hace frio, hoy ? == Is it cold to-day ? (makes 
it 2) 


No, sefior, hace mucho = No, sir, it is very hot. 
calor 


Va Vd. 4 la ciudad ? = Are you going to town? 

Creo que no; hace frio -= I don’t think so; it is 
too cold. 

No le gusta el frio ? -= Don’t you like the cold ? 

No me gusta =I don’t. 

Le gusta el calor, talvez? = You like the heat, per- 
haps ? 

Eso, si! = That, yes! 

Habla Vd. italiano ? = Do you speak Italian ? 

Lo hablo un poco, pero no = I speak it a little, but not 

mucho much. 


Estudia Vd. otro idioma? = Are you studying any 
other language ? 
No, sefiora, no tengo bas- = No, madam, I have not 
tante tiempo enough time. 


1 Literally * I think not’ (I think that not). 





THE SECOND LESSON 33 


Talvez trabaja Vd. mucho! = Perhaps you work a lot ! 


Si, trabajo todo el dia = Yes, I work all day. 
Qué quiere Vd. comer ? = What do you want to 
eat ? 
No quiero comer nada =I don’t wish to eat any- 
thing. 
Qué quiere ella beber ? = What does she want to 
drink ? 
Quiere un vaso de vino = She wants a glass of 
wine. 
Pero no tengo vino! = But I have no wine! 
Qué lastima! Tiene Vd. = What a pity! Have you 
otra cosa ? anything else? (other 
thing ?) 
Si, tengo dos botellas de = Yes, I have two bottles of 
cerveza beer. 


No le gusta 4 ella la cer- = She doesn’t like beer ! 
veza ! 
Qué bebe ella, entonces? = What does she drink, 


then ? 

Bebe 6 vino 6 aqua = She drinks either wine 

or water. 

Yo no bebo ni vino ni aqua = I drink neither wine nor 

water. 

Qué bebe Vd., entonces? = What do you drink, 

then ? 

Bebo una taza de te de vez = I drink a cup of tea from 
en cuando time to time. 

No mas ? = Nothing more ? 

Es decir que, la mafiana, = That’s to say, that, in the 
tomo una taza de café morning, I take a cup of 
de vez en cuando coffee from time to time. 

Déme un pedazo de pan! = Give mea piece of bread! 

Porqué ? = Why? 


D 


34 THE SECOND LESSON 


Porque tengo hambre = Because.I am hungry. 

Traigame el periodico que = Bring me the news- 
est en mi cuarto ! paper that is in my 

5s room ! 

No hay ningin periodicoen = There is no newspaper 
su cuarto de Vd. ! in your room! 

Donde esté, entonces ? = Where is it, then? . 

Esté en el jardin = It is in the garden. 

Traigamelo ! 2 = Bring me it! 

Aqui esta ! = Here it is! 

Quiere Vd. venir conmigo? = Do you wish to come 

with me? 

Si, lo-quiero, sefior = Yes, I wish to, sir. 

Venga, entonces ! = Come, then ! 

Vaya Vd. enelcuartodemi = Go into my brother’s 
hermano y traigame la room and bring me the 
botella de tinta que esta bottle of ink that is on 
sobre la mesa ! the table ! 

Déme un poco de manteca, = Give me a little butter, 
por favor ! please. 

Con mucho placer ! ‘= With much pleasure! 

Vaya ! = Go away! 

Pero porqué ? = But why? 

Porque no deseo hablar = Because I don’t want to 
con Vd. speak to you. 

Porqué no ? = Why not? 

Porque Vd. no habla bien = Because you don’t speak 

_ well. 

Ks Vd. inglés ? = Are you English? 

Si, caballero, lo.soy = Yes, sir, I am (it). 

Vd. habla espafiol muy bien = You speak Spanish very 
well. 





1 Three words connected: ‘ Traiga’ (bring); ‘me’ (to me) ; 
‘lo’ (it). 


THE SECOND LESSON 35 


Es verdad ? = Is that so? (true ?) 

Si, su pronunciacién es muy = Yes, your pronunciation 
buena (f.) is very good. 

Como se pronuncia esta = How is this word -pro- 
palabra, por favor ? 1 nounced, please ? 

Se pronuncia asf ——! = It is pronounced thus! 

Mandeme Vd. algo todas = Sendme something every 
las semanas ! week ! 

Naturalmente ! = Naturally ! 

Kscribe Vd. muchas cartas? = Do you write many 

letters ? 

No muchas, porque no tengo-= Not many, because I 
muchos amigos haven’t many friends. 

Escribame una carta todos == Write me a letter every 
los dias ! day! 

Si Vd. quiere = If you wish. 


Dénde estén nuestros cu- = Where are our knives ? 
chillos 2 


Hstan en esta caja = They are in this box. 

Y dénde estén vuestros = And where are your 
tenedores ? forks ? 

Kstén también alli = They are also there. 

KEst& Vd. feliz ? = Are you happy? 

No, amigo, estoy muy triste = No, friend, I’m very sad. 

Porqué esta Vd. triste? == Why are you sad? 

Porque no me ama ella = Because she doesn’t love 

me. 
Estan Vds. felices ? = Are you (plur.) happy ? 


Si, sefior, estamos felices ? = Yes, sir, we are happy. 
Cuadntos dias tiene una = How many days has a 
‘semana ? week ? 





. ‘ How pronounces itself this word ’ ; (‘se ’ means ‘ itself’), 
2 The ‘z’ of ‘feliz’ and other words changes to ‘ec’ in the 
plural. 


36 THE SECOND LESSON 


Una semana tiene siete dias = A week has seven days. 


Ks dificil esta leccién ? -= Is this lesson difficult ? 
No, es muy facil == No, it is very easy. 
Ks joven aquel inglés ? =Is that Englishman 
young? 
No, es muy viejo = No, he is very old. 
Creo que no es tan viejo =I don’t believe he is as 
como mi padre old as my father. 
Puede ser ! == That may be ! (can be.) 
Puede Vd. decirme quién = Can you tell (say) me who 
tiene mi sombrero ? has my hat? 
Dispense Vd.; lo tengo == Pardon ; I’ve got it. 
Tienen Vds. bastante pan ? = Have you (plur.) enough 
bread ? 
Si, sefiores, tenemos bastante= Yes, gentlemen, we have 
enough. 
Para quién es este paquete ? = For whom is this parcel ? 
Ks para mi primo == It’s for my cousin. 
Me gusta mucho recibir = I like to receive parcels 
paquetes very much. 
Yo también ! = So do [! (I also!) 
Notes 


All the sentences in the ‘Conversational Matter’ are 
intended to be read aloud, over and over again, with their 
necessary ‘tone’ and ‘expression,’ just as though a real 
conversation were taking place. Reading aloud is the 
best of all methods to adopt in order that one may become 
fluent. It is also, with reference to language-study, of 
wonderful assistance to the memory. Should the student 
desire written exercises as tests, he can employ the ‘ Con- 
versational Matter’ for this purpose. Dozens of other 
sentences can also be formed by substituting other words. 


CHAPTER V 
Tre Tarp Lesson 


Havine acquired by this time a knowledge of the con- 
struction of the elementary sentence, it is advisable that 
the student should be able to give simple orders and com- 
mands by learning the ‘imperative’ mood of the most 
useful verbs. 

Now, with reference to this point, the form of an order 
or command depends entirely upon the person to whom 
it is given, for Spanish, like most European languages, 
possesses more forms than in English. 

Therefore, in giving an order in Spanish, one may 
employ either the second or third person. The second 
person singular with ‘tu’ is used solely amongst persons 
of close relationship and amongst friends of long standing. 

Since it is a very familiar form of address, it would be 
extremely impolite and, in some cases, insulting, to employ 
it in any other connection. When addressing single 
individuals, therefore, the student must issue his command 
in the third person single of the imperative with ‘ Vd.’ 
(Usted), and in the case of several individuals with * Vds.’ 

Here we have the imperative forms of the four auxil- 
iaries ‘ haber,’ ‘ tener,’ ‘ ser,’ and ‘ estar.’ 


Haber Tener 
- He! (Have thou /) Ten! 
Haya ! (third person singular) Tenga! 
Hayamos! (Let us have /) Tenganios ! 
Habed ! (Have / plural) _ Tened! 


Hayan ! (Let them have /) Tengan ! 


38 THE THIRD LESSON 


Ser Estar 
Sé ! (Be thou /) Esté ! 
Sea ! ; Esté ! 
Seamos ! Estemos ! 
Sed ! Estad ! 
Sean ! Estén ! 


The regular forms are—_ 


Amar Temer 
Ama ! (Love Teme ! (Fear 
thou !) thou !) 


Ame! (Let him love!) Tema! 
Amerhos ! (Let us love /) Temamos ! 
Amad ! (Love /) Temed ! 
Amen ! (Let them love /) Teman ! 


Partir 
Parte! (Divide 
thou !) 
Parta ! 
Partamos ! 
Partid ! 
Partan ! 


The most common irregular verbs form their impera- 


tives thus— P 
Mostrar (to show)* 
Muestra ! (tt) - Show! (theu) _ 
Muestre ! Let him show ! * 
Andar (to go, walk) 
Anda ! (ti) Go ! (thou) 
Ande ! Let him go ! 
Poner (to put, place) - ~ 
Pon! (ti) © Put ! (thou) 
Ponga ! Let hom put ! 





1 Only the essential forms are given; that isto say,the second 


and third persons singular. 


2 Remember that this is the form used with ‘ Vd.’ (Muestreme 


Vd. = Show (you) me !). 


THE THIRD LESSON 39 


Traer (to bring) 
Trae ! (tt) Bring ! (thou) 
Traiga ! - Let him bring 
Dormir (to sleep) 
Duerme ! (ti) Sleep ! (thou) 
Duerma ! Let him sleep ! 
Pedir (to ask) 
Pide ! (tii) Ask ! (thou) 
Pida ! Let him ask ! 
Venir (to come) 

Ven ! (ti) Come ! (thou) 
Venga ! Let him come ! 3 
Ir (to go) 

Ve ! (tii) Go ! (thou) 
Vaya ! Let him go ! ® 
Decir (to say, tell) 
Di! (ti) Say, tell ! (thou) 
Diga ! Let him say, tell! 
Sentir (to feel) 
Siente ! (ti) Feel ! (thou) 
Sienta ! Let him feel ! 
Hacer (to do, make) 
Haz ! (ti) Do ! (thou) 
Haga ! Let him do! 





1 * Venga aqui!’ means ‘ Come here!’ (or ‘ Venga Vd. aqui! ’) 
2 * Vaya!’ means ‘Go!’ or ‘Go away!’ (or ‘ Vaya Vd.!’). 
3 * Digame Vd.!’ means ‘ Tell me! (you).’ 


40 THE THIRD LESSON 


Dar (to give) 
Da ! (tt) Give ! (thou) 
Dé! Let him give ! 


These imperatives must be committed to memory, for, 
at the beginning, the student will have more need to ask 
and to demand than to employ any other manner of 
discourse. In the ‘Conversational Matter’ which follows 
will be found sufficient material whereupon to build up 
innumerable useful phrases for every-day work. 

This imperative form of sentence is one of the simplest 
for the beginner, since usually it requires no answer. On 
the other hand, a sentence such as ‘ Donde se vende el 
mejor pan ?’ (Where is sold the best bread ?) may give rise 
to a dozen replies. 


CONVERSATIONAL MATTER 
Tréigame Vd. un vaso de = Bring me a glass of 


vino ! 4 wine ! 
Lleve Vd. mi equipaje 4 la = Take my luggage to the 
casa ! house ! 
Vaya Vd.en micuarto! = Go into my room! 
Suba Vd. 4 mi cuarto = Go up to my room ! 
(Subur = To ascend, go up.) 
Marchemos pronto ! = Let us go at once! 


(Pronto = At once.) 


Indiqueme Vd. la casa del = Show (indicate to) me Mr. 
Sefior Gonzales ! Gonzales’ house ! 
Tenga Vd. la bondad de = Have the kindness to 


gous ass 


(Bondad = Kindness.) 





1 It is not always necessary to employ the word ‘* Vd.’ in issuing 
a command, the imperative form itself being sufficient. 


THE THIRD LESSON 41 
Déme Vd. un pedazo de = Give me a piece of 


pan ! bread ! 
Muéstreme Vd. el periddico!= Show me the news- 
paper ! 
Présteme unos lépices ! = Lend me a few (some) 
pencils ! 
(Prestar = To lend.) 
(Lapiz (on.) = Pencil.) 
Aqui est4 uno, Sefior = Here is one, sir. 
Muchas gracias ! 1 = Many thanks! 
Tengamos paciencia ! = Let us have patience ! 
Basquelo ! = Look for it! 
(Buscar = To seek, look for.) 
(Lo = it; or ‘la’ if feminine.) 
Llévele Vd. ! = Take them! (Carry them !) 
Condtizeame Vd. 4 este = Conduct me to this 
punto ! point! (place). 
Entremos ! = Let us goin! 


(Entrar = To enter.) 


Stibame Vd. un poco de = Bring me up a little 
lefia ! wood ! 
(Subir = To ascend, to bring up.) 


Digame Vd. sunombre! = Tell me your name! 
Hableme Vd. de su vida! 2 = Tell me about your life ! 





1 Gr simply ‘ gracias !” Saae : : 
* Here the pronoun ‘su’ signifies ‘ your,’ but it may mean 
‘his’ or ‘her,’ in which case one must make the sense clearer by 


the addition of explanatory words, thus— 
Su vida de Vd.!_ =. Your life ! (the life of you). 
Su vida de el ! = His life ! (the life of him). 
Su vida de ella! = Her life ! (the life of her). 


42 THE THIRD LESSON 


Déme Vd. con qué hacer = Give me something to 


fuego ! make a fire! 
(Con qué = Equivalent to ‘that with which’ or ‘ with 
what.’) 
(Fuego = Fire.) 
Ponga Vd. mi bail en el = Put my trunk in the 
rincén ! corner ! 
Hablemos ahora de la = Let us talk now about (of) 
guerra ! the war ! 
(Ahora = Now.) 
(Guerra = War.) 
Enséfieme Vd. en donde se = Show (teach) me where is 
encuentra la llave ! found the key! 
Vamos ahora al comedor! = Let us go now into the 
dining-room ! 
Vayan Vds. 4 la iglesia! = Go (plur.) to church! 
Limpie Vd. esta taza ! = Clean this cup ! 
(Iimpiar = To clean.) 
Oiga Vd. ! = Listen! 
Oigame Vd. ! = Listen to me! 
Oigale Vd. ! = Listen to him! 
Sirvase Vd. darme un = Please (kindly) give me a 
alfiler ! pin! : 


(Servir = To serve. It may be used as above, signify- 
ing ‘ Will you please—— ! ’) 


Cuide Vd. ! = Take care! 

(Cuidar = To take care, to mind.) 
Cierre Vd. la puerta ! = Shut the door ! 
Cierre Vd. la ventana ! = Shut the window ! 


(Cerrar = To shut.) 


THE THIRD LESSON 43 


Aytideme Vd. 4 1 = Help me to ——_! 
(Ayudar = To help.) 
Encienda Vd. la lampara! = Light the lamp! 


(Encender = To light.) 
(Lémpara = Lamp.) 





~ No deje Vd. nada en la = Leave nothing on the 
mesa, ! ; table ! 

(Dejar = To leave.) 

(Nada = Nothing.) 


(En =Inor on.) 


Sirvase Vd. darme una = Please give mea spoon! 
cuchara ! 
Pdéseme Vd. el azticar ! = Pass me the sugar ! 


(Pasar = To pass.) ? 


P&seme Vd. la sal ! = Pass me the salt! 
Paéseme Vd. la carne, por = Pass me _ the meat, 
favor ! please ! 

(Carne = Meat.) 

(Por favor = Please or By favour.) 
Dénos Vd. patatas ! == Give us potatoes ! 
Anda 4 acostarte ! == Go (thou) to bed! 
Ande Vd. 4acostarle!* = = Go (you) to bed! 
Anden Vds. 4 acostarles! == Go (you, plur.) to bed! 
Habla Vd. inglés? = Do you speak English? 
Hable Vd. espafiol == Speak Spanish ! 
Dispense Vd. ! ‘== Excuse me! 


(Dispensar = To dispense, to excuse.) 





1 Follow on with an infinitive. 
2 Not to be confused with ‘ pasear ’ (to walk). 
3 Refer to the Second Lesson for the use of ‘ le.’ 


44. THE THIRD LESSON 
Créame Vd. Don Pedro, no = Believe me, Don Pedro, 


tengo nada ! I have nothing ! 
(Creer (two syllables) = To believe.) 
(Literally ‘ Not have nothing.’) 

Digame Vd. que horaes! = Tell me what hour it is! 

Si, sefior ; es la una = It is one o’clock. 

Son las cinco ! = It is five o’clock ! 

Son las ocho y medio ! = It is half-past eight ! 

(Literally ‘ eight and half.’) 

Son las nueve y cuarto! = Itis a quarter past nine! 

Eran ! las seis menos = It was twenty past six ! 
veinte ! 

(Menos = Less.) 
(Literally ‘ Six less twenty.’) 

Digame Vd. sies tarde! = Tell me if it is late! 

Con mucho gusto, sefior; = With much pleasure, 
no es tarde ; al contrario sir, it’s not late; on 
es muy temprano ! * the contrary, it’s very 

early ! 

Esté Vd. persuadido que es = Be certain that it is so, 
asi, sefior ! sir ! 

(Persuadido = Persuaded, etc.) 

Quien * tiene mi libro ? = Who has my book ? 

Lo tengo = I have it. 

Que * tiene Vd. ? == What have you ? 

Tengo la flor que * Vd. me = I have the flower which 
ha dado : (that) you have given 

me. 





1 Vide Chapter VJI. 
2 Note the contraction of ‘4 el’ into ‘al’ (t# the, at the). 
3 Study these relative and interrogative pronouns. 


THE THIRD LESSON 45 


Cudl es su nombre ? = What is your name? 
Cémo se llama Vd. 2 = How are you called ? 
(Llamar = To call.) 
(Literally ‘How yourself call you ? ’) 


Me llamo Antonio = I am called Antonio. 
(Literally ‘ Myself I call Antonio.’) 


Aqui esta el muchacho = Here is the boy whose 
cuyo' padre no tiene father has no money. 
dinero 
(Cuyo (masc.) = Whose, of whom. The feminine is 

“cuya’; the plurals are ‘cuyos and ‘ cuyas.’) 


De quién ’ es este caballo ? = Whose horse is this ? 
Es el caballo de aquel sol- = It is that soldier’s horse. 
dado 
(De quién = Of whom, whose.) 


(Aquel == That.—Fem. ‘ aquella.’) 
Ponga Vd. una botella de = Puta bottle of wine on 
vino en la mesa ! the table ! 
La quiere Vd. ahora ? = Do you want it now? 


(La = It, agreeing with ‘ botella,’ feminine.) 
(Querer = To want, wish. Note the change in spelling.) 


Si, la quiero inmediata- = Yes, I want it imme- 


mente ! diately ! 
Mozo, tréigame otra cosa! = Waiter, bring me some- 
thing else ! 
(Mozo = Waiter.) 


(Otra cosa = Other thing.) 
(Literally ‘ Waiter, bring me other thing ! ) 





! Study these cclative and interroyative pronouns, 


46 THE THIRD LESSON 


No tome Vd. eso! = Don’t take this ! 
(Tomar = To take.) 
(Eso or Esto = This, neuter.) 
Qué hay ? = What is there? 
Hay dos perros en el jardin = There are two dogs in 
the garden. 


(Hay = There is, there are.) 


Déme Vd. una tajada de = Give mea slice of melon! 
melon ! 
(Tajada = Slice.) 


Traiganos Vd. la lista!1 = Bring us the list! 
Traéigame Vd. cerveza ! = Bring me beer! 
Cuanto cuesta ? 2 = How much does it cost? 


(Costar = To cost. Note the change.) 


Todo el mundo es muy = Everybody is very kind. 
amable 


(Todo el mundo * = Everybody ; All the world.) 


Estoy en Londres = I am in London. 
Voy 4 Paris =I am going (I go) to 
Paris. 


(Note the two prepositions.) 


He visto 4 * su padre de Vd. = I have seen your father. 


Los héroes honran 4 su = Heroes’ honour their 
patria country. 





1 For example, ‘ La lista de vinos,’ meaning the ‘ wine-list.’ 

* * It’ is often omitted. 

8 French ‘ Tout le monde.’ 

4 In Spanish, whenever the direct object is a person, the active 
verbis usually followed by ‘ 4. 


THE THIRD LESSON 47 


Fué alabado por el rey = He was praised by the 
king. 
(Alabar == To praise:) 
(Fué = He was.) 


Now learn by heart the following lines, which are 
amusing, since they may be repeated over and over again 
and still interest. 


Las dos de la noche eran 

Cuando sent{ ruido en casa. 

Subo la escalera ansiosa ; 

Saco la brillante espada. 

Toda la casa registro, 

Y en ella no encuentro nada. 

Y por ser cosa curiosa 

Voy 4 volver 4 contarla.’ 

Las dos de la noche eran 

Cuando sent{ ruido en casa, etc., etc. 


Translation 

Two o’clock in the night (it) was 

When (I) heard a noise in (the) house. 

(I) mount the staircase anxious ; 

(1) draw out the brilliant sword. 

All the house (the whole house) I inspect, 

And in it (I) meet nothing. 

And for (its) being a curious thing 

I am going to relate it to you again.* 

Two o'clock, etc. 
‘ Volver’ signifies ‘to turn, to return’; when used in 

conjunction with another verb it indicates repetition. 

‘ Subir’ signifies “ to ascend, to go up.’ 





1 From this point one repeats over again from the beginning. 


48 THE THIRD LESSON 


‘ Sacar’ means ‘ to extract, to take out.’ 

* Registrar’ may mean either ‘ to survey, inspect, examine,’ 
or ‘ to control, register.’ 

‘ Encontrar’ means ‘to meet.’ Notice the change, in the 
present, to ‘ encuentro.’ 

“ Contar’ signifies ‘ to relate, to tell.’ 

* Senter’ may mean either ‘to feel’ or ‘to hear,’ and also 

‘to taste.’ 

The student must be prepared to encounter all manner 
of suffixes to nouns, indicating or suggesting proportion, 
both diminution and augmentation, love, contempt, 
tenderness, etc. These may be set under two headings, 
diminution and augmentation. 

The feminine is formed by the addition of ‘a.’ 


The principal forms are— 


Diminutives Augmentatives 

-ito -on 

-ico -2ZO 

-itico -ote 

-illo -achon 

-uelo -acho 

-ucho 

-cito, ececito 

-zuelo, etc. 

Examples 

Perro = Dog. Perron = Big dog. 
Capa = Cloak, cape. Capote = Big cape. 
Pié = Foot. Piececito = Dear little foot. 
Chico ! = Little boy. Za Chiquito = Nice little boy. 
Flor = Flower. Florecita = Little flower. 





' Also *‘ little,’ ‘ small.’ 


= 


THE THIRD LESSON 49 


This habitual use of diminutives and augmentatives by 
the Spanish has actually given birth to new words with 
often a changed meaning. 


Note carefully the following— 

Original Word Derived Word 

Puiio = The fist.* Puiietazo = A punch, a blow with 
the fist. 

Pafio = Cloth. Pafiuelo = Handkerchief. 

Cera = Wax Cerilla = Match (for lighting). 

Palo = Stick. Palillo == Small stick, or tooth- 
pick. 


Proper names may also receive these suffixes, often 
suggestive of affection. 

Juan (John) becomes ‘ Juanito.’ 

Luisa (Loutsa) becomes ‘ Luisita.’ 





1 Also a ‘ handful.’ 


CHAPTER VI 


Tue Fourts Lesson 


LET us now examine the future tense of the regular verbs 
and the regular and irregular participles. The student is 
advised at this point to study particularly the participal 
changes. 


Future 1 
Amar (to love) Temer (to fear) Partir (to part, divide) 
Amaré Temeré Partiré 
Amaras Temeras Partiras 
Amara Temeré Partira 
Amaremos Temeremos Partiremos 
Amaréis Temeréis ie 
Amaran Temeran i 
Partwuples (Regular and Irregular) 
Infinitive Present Part Past Pari 
Amar (to love) Amando (loving) Amado (loved) 
Temer (to fear) Temiendo (fearing) Temido (feared) 
Partir (io part, divide) Partiendo (dividing) Partido (divided) 
Haber (to have) Habiendo (having) §Habida (had) 
Tener (to have) Teniendo (having) Tenido (had) 
Ser (io be) Siendo (being) Sido (been) 
Estar (to be) Estando (being) Estado (been) 
Liamar (to call) Liamando (calling)  _ Liamado (called) 
Decir (to say) Deciendo (saying) Dicho (said) 
Saber (to know) Sabiendo (knowing) Sabido (known) 
Gustar (to taste, like) Gustando (tasting, Gustado (tasted, liked) 
liki 
Hablar (to speak) Hablando (ussalings Hablado (spoken) 
Ir (to go) Yendo (going) Ido (gone) 
Venir (to come) Veniendo (coming) Venido (came) 
Hacer (to do) Haciendo (doing) Hecho (done) 


Querer (to wish, love) Queriendo (wishing) Querido (wished) 
Aprender (io learn) Aprendiendo(learning) Aprendido (learned) 
Ver (lo see) Viendo (seeing) Visto (seen) 


1 Where there is no graphic accent, the stress falls naturally 
upon the penultimate ; e.g., the second ‘e’ of ‘temeremos’ and 
_ the ‘e’ of ‘amaremos’ and ‘ partiremos.’ 





THE FOURTH LESSON 51 


Estudiar (to study) Estudiando (studying) Estudiado (studied) 
Sentir (to feel, perceive) Sintiendo (feeling) Sentido (felt) 
Dar (to give) Dando (giving) Dado (given) 
Traer (to bring) Trayendo (bringing) Traido (brought) 
Escriber (to write) Escribiendo (writing) Escrito (written) 
Pronunciar (#0 pro- Pronunciando(pro- Pronunciado (pro- 
nounce) nouncing) nounced) 
Desear (to desire) Deseando (desiring) Deseado (desired) 
Mandar (io send) Mandando (sending) Mandado (sent) 
Poder (to be able) Pudiendo (being able) Podido (been able) 
Reciber (to receive) | Recebiendo (receiving) Recibido (received) 


Poner (to put) Poniendo (putting) | Puesto (put) 
Morir (to die) Muriendo (dying) Muerto (dead) 
Pedir (to ask) Pidiendo (asking) Pedido (asked) 


Dormir (to sleep) Durmiendo (sleeping) Dormido (slept) 


The futures of the verbs ‘ haber,’ ‘tener,’ ‘ ser,’ and 
‘estar’ are as follows— 


Future 

Haber Tener Ser Estar 
Habré Tendré Seré Estaré 
Habras Tendras Seras Kstards 
Habra Tendra Sera Estaraé 
Habremos Tendremos Seremos Estaremos 
Habréis Tendréis Seréis Estaréis 
Habran Tendran Seran Estaran 


It will be remarked that a distinct similarity exists 
between the future-tense endings of all Spanish verbs. 
Let us study the future of a few of the most common 
irregular verbs. 


Future 
Ir (to go) Venir (to come) Poder (to be able) 
Iré Vendré Podré 
Tras Vendras Podras 
Tra Vendra Podra 
. Iremos Vendremos Podremos 
Iréis Vendréis Podréis 


Iran Vendran Podrén 


52 THE FOURTH LESSON 
Dar (to give) —_—— Deer (to say) Hacer (to do, make) 


Daré Diré Haré 
Daras » Dirds Haras 
Dara Diré Hard 
Daremos Diremos Haremos 
Daréis Diréis Haréis 
Darén Dirén Haran 


The student must always be prepared for slight changes 
in the forms of some verbs. Although the changes are, in 
most cases, so slight that the word may be recognised in 
the text, it is essential that the beginner should become 
familiar with them in order to be able to employ them 
readily in conversation. However simple a word may 
appear, as much care must be taken in learning it as over 
any difficult one. 

These changes in the form of certain parts only of the 
verb will be found to be quite reasonable, as the following 
examples will show. 

The main point to be remembered is that the final 
consonant sound of the stem of a verb must not change, 
whatever is added to it as a suffix. 

‘ Tocar’ means ‘ to touch,’ ard the stem is ‘ toc.’ 

This ‘c’ sound (as in ‘ cat’) must remain throughout 
the conjugation. In the present we have ‘ toco,’ meaning 
‘I touch.’ 

Now, in order to form the ‘ past definite ’ (I touched) 
it is necessary to suffix ‘-é,’ but if this vowel follows ‘c¢’ 
its sound is changed, and it becomes equivalent to English 
‘th.’ This must not be, so we substitute ‘qu’ for the 
‘c’ and the stem-consonant retains its phonetic value. 
The word now becomes ‘toqué’ (I touched). Practice 
will soon show the student where these euphonic changes 
_ become necessary. 

As with ‘c,’ so with ‘ g.’ 


THE FOURTH LESSON 53 


* Pagar’ means ‘to pay.’ The present is ‘ pago,’ the 
* past definite ’ ‘ pagué.’ 

Verbs which end in ‘-cer’ and ‘cir’ in the infinitive 
have another change. The ‘c’ becomes ‘z’ before ‘a’ 
and ‘o.’ Note the present indicative of the verb ‘ vencer ’ 
(to vanquish)— 


Venzo = I vanquish. 
Vences = Thou vanquishest. 
Vence = He vanquishes. 
Vencemos = We vanquish. 
Vencéis = You vanquish. 


Vencen = They vanquish. 


Here the consonant-sound preceding the suffix is the 
same throughout. 
The same rule must be noted in respect to verbs in 
‘-ger.’ Since this ‘g’ is guttural, what will happen 
when the suffix is ‘o’? Some sound which is guttural 
before ‘o’ must be substituted, since ‘go’ is pronounced 
almost as in English. Here, then, we write and pronounce 
¢ j ig 

‘ Coger ’ means ‘to gather.’ The present indicative is— 


Cojo == I gather. 
Coges = Thou gatherest. 
Coje == He gathers. 


Cogemos = We gather. 
Cogéis = You gather. 
Cogen = We gather. 
Verbs in ‘-gir’ also follow the rule of euphony. 
Verbs in ‘-guir’! drop the ‘u’ before ‘a’ and “o,’ 
otherwise ‘ guio ’ (as English ‘ gwo ’), which is false. 





1 Pronounced almost like the English word ‘ gear’ (sounding 
the ‘r’ clearly). 


54 THE FOURTH LESSON 


The first person of the present indicative of the verb 

‘ distinguir ’ is— 
Distingo = I distinguish. 

The remaining forms retain the ‘u’ after ‘g.’ 

So with verbs terminating in ‘-quir.’ ‘Qu’ becomes 
‘ce’ before ‘a’ and ‘o.’ 

* Delinquir ’ signifies ‘ to transgress, to offend.’ 

Delinco. 


Delinques. 
Delinque, etc. 


The euphonic value of ‘c’ followed by ‘o’ is equal to 
that of “ qu’ followed by ‘e.’ 

Then, also, there exist interesting changes in the stem 
itself. , 

The verb ‘pensar’ (to think) is conjugated in the 
present, thus— 





Yo pienso 
Tu ase Note the change from 
El piensa ae Go en ee 
Nosotros pensamos /{ ate sai P 
Vosotros pensais a : 
Ellos piensan 

A few others (irregular) are— 

Present Tense 

Poder (to be able) = Valer (to be worth) _—-Decir (to say) 
Puedo Valgo Digo 
Puedes Vales Dices 
Puede _ Vale Dice 
Podemos Valemos Decimos 
Podéis Valéis Decis 


Pueden Valen Dicen 


THE FOURTH LESSON BB 


Tracer (to bring) Our (to hear) Dar (to give) 
Traigo Oigo Doy 
Traes Oyes Das 
Trae Oye Da 
Traemos Oimos Damos 
Traéis Ois Dais 
Traen Oyen Dan 

Hacer (to do) Pedir (to beg, ask) 
Hago Pido 
7 Haces Pides 
Hace Pide 
Hacemos ~ Pedimos 
Hacéis Pedis 
Hacen Piden 
Poner (to put, place) Querer (to wish, love) Saber (to know) 
Pongo Quiero Sé 
Pones Quieres Sabes 
Pone Quiere Sabe 
Ponemos _ Queremos Sabemos 
Ponéis Queréis Sabéis 
Ponen Quieren Saben 
Sentir {to feel, perceive) Ver (to see) 
Siento Veo 
Sientes Ves 
Siente Ve 
Sentimos Vemos 
Sentis Veis 
Sienten Ven 


Some verbs, let it be noted, change their ‘c’ to ‘ze,’ 
or simply ‘z,’ in the present tense. 

Aducir (to adduce) forms ‘ aduzco.’ 

Abastecer (to supply, provide) forms ‘ abastezco.’ 


56 


THE FOURTH LESSON 


Cocer (to cook) forms ‘ cuezo.’ 
Practice, however, will overcome all these difficulties, 
and, as a help, frequent notes will be given in future texts 
for the student’s guidance. 


Un 

Uno 

El caballo 
El fésforo 
Siempre 
Nunca 

El ruso 


La flor 
La Have 
Diligente 


Saber 


Ahora 
El oro 
De veras? 


Perder 
Comprar 


Todavia no 
La levita 

Vea Vd.! 

E} pais 

Mas tarde 
Voy 

Cual? 
Todo,-a,-0s,-2s 
El mundo 


La noche 

pronase 
legar 

Seguro 


Majfiana por la 
tarde 

Majiana por la 
mafana 

Trae 

Al (4 el) 

Poder 


ued wanna 


HS | cama | Sm | 


Wl 


|e || | | 


tou ual 


tout 





VOCABULARY 

a. Unos 

one. Una 

horse. Unas 

match (lucifer.) | La pipa 

always. Fumar 

never. Parecer 

Russian (lan- | Lindo 

eandrace). 

pei Pedir 

key. Sorprender 

diligent. Conocer 

toknow (under- | Parecer 

stand). 

now. Mafana 

gold. La plata 

really, is that Hallar 

true? 

to lose. La bolsa 

to buy. La tarjeta 
postal 

not yet. Necesitar 

coat. Alla 

look, see! El clima 

country. Hago 

later (more late). | El momento 

Igo,am going. | Jugar 

what, which? _ | Cuales (plur.) 

all. La espada 

world El medio, la 
media. | 

night. Anoche 

io think Piensa 

to arrive Liegado 

sure. Valer 

to-morrow La majiana 

evening. 
to-morrow Traer 
morning 

brings. Partir 

lo the. A la (fem.) 

to be able (can).' Puede Vd.? 


Tee | ee eas || | et || | 


tiid wu un 


a | 


to appear, seem. 
pretty. 


to beg, ask. 

to surprise. 

to know (to be ac- 
quainted with). 
to appear. 


to-morrow. 
silver. 
to find. 


purse. 
postcard. 


to want, need. 
there, over there. 
climate. 

I do, make. 
moment, 

to play. 

what, which. 
sword. 

half. 


lasi night. 
thinks. 


arrived. 

to be worth (have 
value). 

the morning. 


to bring. 
to part, depart. 


to the. 
can you? 


THE FOURTH LESSON BT 


CONVERSATIONAL MATTER 
Cuando tendré Vd. dinero? = When will you have 


money ? 

Mafiana por la mafiana § = To-morrow morning. 

Tendré Vd. mucho? . -=Wili you have very 

much ? 

No mucho, pero bastante = Not much, but enough. 

Parece que su padre de Vd. = It appears that your 
tiene unos caballos ! father has a few horses ! 

Si, es verdad, tiene nueve = Yes, it’s true, he has nine. 

Tiene Vd. fésforos ? = Have you any matches ? 

Si, sefior, tengo unos ! = Yes, sir, I have a few. 

Parece que Vd. no fuma la = It seems that you don’t 
pipa | ~ smoke a (the) pipe! 

Nunca fumo la pipa ; fumo = I never smoke a pipe ; I 
siempre cigarros always smoke cigars. 

Aqui esté un buen ? cigarro != Here is a good cigar ! 

Lo fumaré esta tarde = J’ll smoke it this even- 

ing. . 

Es Vd. escribiendo una = Are you writing a letter 
carta 4 su hijo ? to your son? 

No, sefiorita, estoy escribi- = No, miss, I am writing a 
endo una carta 4 mi letter to my mother ; 
madre ; maiiana escribiré to-morrow I _ shall 
otra carta 4 mi padre write another letter to 

my father. 

Qué lengua esté Vd. hab- = What language are you 
lando ? speaking ? 

Estoy hablando el ruso = Iam speaking Russian. 

Es verdad lo que tu me =Is it true what thou 
dices? _ tellest (art telling) me ? 





1*Unos* means ‘a few ones. The usage of the English 
‘some ’ and ‘any’ is best learned by practice. ces 
2 The masculine adjective sometimes drops its final * 0. 


58 THE FOURTH LESSON 


Yo te lo digo porque es = J tell thee it because it is 


verdad true. 
Qué esté haciendo ella? © = What is she doing ? 
Est& hablando al francés = She is speaking to the 
Frenchman. 
Es fuerte aquel inglés? =Is that Englishman 
strong ? 
Creo que no = I believe not. 
De quién es esta linda flor? = Whose is this pretty 
flower ? 
No sé, pero creo que es de = I don’t know, but I think 
mi criado it is my servant’s. 
Ha visto Vd. el oficial? = Have you seen the 
officer? — 
Si, le he visto en la calle = Yes, I have seen (saw) 


him in the street. 
Hace Vd. el favor de darme = Have the kindness to give 


millave! me my key! 

Con mucho placer; aqui = With much pleasure; 
esta ! here it is! 

Que hace Vd. ? = What are you doing ? 


Estoy escribiendo 4 mi=I am writing to my 
padre para pedirle un father to ask him for a 


poco de dinero little money. 

Estudia el sefor B——-=Is Mr. B—— studying 
espafiol ? Spanish ? 

El sefior B—— no tiene = Mr. B—— has no time 
tiempo para estudiar nin- to study any language. 
gin idioma 

Porqué no 2? = Why not? 

Porque no le? gusta 4 él el = Because he doesn’t like 
trabajo work. 





1 ‘Le, meaning both ‘to him, her*it’ and ‘to you’; the 
words ‘ a él,’ ‘ 4 ella’ and ‘ 4 Vd.’ are often included for clearness. 


THE FOURTH LESSON 59 


Es perezoso ? = Is he lazy? 

Si, es m&s perezoso que el = Yes, he’s lazier than your 
amigo desu hermano deVd. brother’s friend. 

Pero, hombre, el no es pere- = But, man, he isn’t lazy ; 
zoso ; trabaja diez horas he works ten and a 
y media por dia half hours a (by) day. 

Eso me sorprende, porque = That surprises me, be- 
no parece muy diligente cause he doesn’t seem 

very diligent. 

Al contrario, es muy dili- = On the contrary, he is 
gente; conoce muchos very diligent ; he 
idiomas knows many languages. 

Dénde estaré Vd. mafiana ? = Where will you be to- 

morrow ? 

Estaré 6 en mi cuarto 6 en = I shall be either in my 
el jardin; porqué me room or in the garden ; 
pregunta Vd. ? why do you ask me? 

Porque quiero saber, no = Because I wish to know, 
mas that’s all (no more). 

Pero, digame, porqué = But, tell me, why do you 
quiere Vd. saber ? wish to know ? 

No puedo decirle ahora ; le = I cannot tell you now ; I 
diré 4 Vd. majiana will tell you to-morrow. 


Es de oro su reloj de Vd.? = Is your watch of gold? 
No es més que de plata = It is nothing more than 


pero va muy bien silver, but it goes very 
well. 
Ha leido Vd. el libro que le = Have you read the book 
ha dado ? that I have given (gave) 
to you? 
Todavia no, pero lo leeré = Not yet, but I shall read 
mafiana, porque hoy no it to-morrow, because 
tengo bastante tiempo I haven’t enough time 


to-day. 


60 THE FOURTH LESSON 
’ 


Qué tiempo hace ? = What is the weather 
like? (What weather 
makes it ?) 

Creo que llueve un poco =I think it’s raining a 
little. 

Dolores, te amo! = Dolores, I love thee! 

De veras ? = Really ? 

Si, te amo muchisimo! = Yes, I love thee very, 
very much. 

Porqué me amas tu ? = Why dost thou love 
me ? 

Porque eres linda; md&s = Because thou art pretty ; 

linda que esta flor prettier than this flower. 

Ha perdido Vd. algo ? = Have you lost anything ? 

Si, he perdido mi bolsa . = Yes, I’ve lost my purse. 

La he hallado ! =I have found it! — 

Qué se ha comprado Vd.? = What have you bought 
yourself ? 

Me he comprado una tar- = I have bought myself a 

jeta postal postcard. 

Qué necesita Vd., sefior? = What do you want, sir? 

Necesito un cuchillo para = I need a knife to cut this 

partir este pan ? bread. 

Necesita algo este much- = Does this girl want any- 

acha ? thing ? 

Dice que necesita un alfiler = She says she needs a 

pin. 

Y este joven, que necesita ?= And this youth, what does 
he want? 





1 The suffix ‘ -isimo’ is an augmentative and signifies ‘ very, very.’ 

2 * Para’ (for, in order to) is used in such cases when a reason 
of some kind follows. If the English ‘to’ signifies ‘in order to,’ 
then ‘ para’ should be used. 


THE FOURTH LESSON 61 


Nolodice! | = He doesn’t say. 

Pregintele, por favor ! = Ask him, please! 

Dice que ha perdido su = He says that he has lost 
levita his coat! 

Piensa talvez que yo la = He thinks perhaps that 
tengo I have it. 

Dice que la ha visto en su = He says he has seen it in 
cuarto de Vd. your room. 

No es verdad ; vea Vd., esté = It’s not true; see (you), 
alla ! it’s over there ! 

Quiere Vd. otra cosa ? =Doyou want anything else? 

Nada mas, mil gracias = Nothing more, thank 


you (a thousand thanks). 
No me gusta. el clima de este = I don’t like the climate 
pais of this country. 
Qué haces, chico ? = What art thou doing, 
youngster ? 
No hago nada en este mo- = I am not doing anything 


mento, sefior, pero més at this moment, sir, 

tarde voy 4 jugar con but, later on, I am 

mis amigos going to play with my 
friends. 

Cuanto ha pagado su= How much has your 
madre por aquellos hue- mother paid for those 
vos ? eggs ? 

Dice que ha pagado dema- = She says she has paid 
slado too much. : 

Cual es el precio de esta = What is the price of this 
espada ? sword ? 

No cuesta sino veinte=It costs only twenty 
pesetas * pesetas. 

Lo hallo muy barato ! = I find it very cheap. 





1 A peseta is worth a little over ninepence. Twenty pesetas 
would be, roughly, sixteen shillings. 


62 THE FOURTH LESSON 
Si, es la espada la m4s = Yes, it’s the cheapest 


barata en todo el mundo sword in the whole 
world. 
Qué piensa Vd. del tiem- = What do you think of the 
2 weather ? 
Hace muy mal tiempo = It’s very bad weather. 
Ha llegado el capitan ? = Has the captain arrived ? 
Si, ha llegado anoche =. = Yes, he (has) arrived last 
night. 
A que hora ? = At what time? 
A las diez y media = At half-past ten. 
Ha llegado solo ? = Did’ he arrive alone? 
No solo, pero con dos otros = Not alone, but with two 
sefiores y una sefiorita other gentlemen and a 
young lady. 
Es su hija, la sefiorita ? =Is the young lady his 
daughter ? 
Creo que si! = I believe so! 
No est& Vd. seguro ? = Are you not sure? 


No, sefior, no estoy seguro = No, sir, I’m not sure. 
Porqué no esté Vd. seguro ? = Why aren’t you sure ? 
Porque no he hablado ni = Because [I have not 
con el sefior ni con la spoken either to the 
sefiorita gentleman or to the 
young lady. 
Caramba!? Vd. no vale = Caramba! you’re worth 


nada ! nothing at all ! 
O, qué lastima ! = Oh, what a pity! 
Calle Vd.! Digame, cuéndo = Be quiet ! Tell me, when 
partiré ? will he start (go away ? 
depart ?) - 





1 The verb ‘ do ’ (does, did) as an interrogative has no equivalent 
in Spanish. (Has he arrived alone ?) 
2 An exclamation of annoyance ; an expletive. 


THE FOURTH LESSON 63 
Créo que, partiré mafiana = I believe (think) he will 


por la majiana depart to-morrow 
| morning. 
Cuantos criados trae con = How many servants does 
él 2 he bring with him? 
No los hé visto = I haven’t seen them. 
Adoénde va mafiana? Lo = Where is he going to 
sabe Vd. ? to-morrow? Do you 
know (it) ? 
Si, losé! Va alcampo! = Yes, I know! He is going 


into the country ! 
En qué dia de la semana = What is the day of the 


estamos? Puede Vd. week? Can you tell 
decirmelo ? ! me (it) ? 

Si, sefiora, con mucho placer.= Yes, madam, with plea- 
Hoy es miércoles sure. To-day is Wed- 

nesday. 

Cuales son los nombres de = What are the names of 
los dias de la semana ? the days of the week ? 
Puede Vd. decirmelos ? 4 Can you tell me them ? 

Son ‘Lunes, Martes, Miér-= They are ‘ Monday, 
coles, Jueves, Viernes, Tuesday, Wednesday, 
Sabado y Domingo’ Thursday, Friday, 


Saturday and Sunday.’ 
Y cuales son los nombres de == And what are the names of 
los meses del afio ? the months of the year ? 
Son ‘ Enero, Febrero, Mar- = They are ‘ January, Feb- 
zo, Abril, Mayo, Junio, ruary, March, April, 
Julio, Agosto, Septiem- May, June, July, Au- 
bre, Octubre, Noviembre, gust, September, Oc- 
y Diciembre’ tober, November, and 
December.’ 
1 Divide the word into its component parts, ‘decir,’ ‘me, 
‘lo,’ and notice the order. ‘Los’ is masculine, agreeing with 
* nombres * (names). 





° 


CHAPTER VII 
Tue Firra Lesson 


THE student will have remarked that, up to the present 
point, I have written more of the verb than of any other 
part of speech. I have done this intentionally, fcr the 
verb is, in the majority of languages, the most trouble- 
some to the beginner. There are so many forms, due to 
the addition of various suffixes, that one is apt to become 
confused at first. Yet I would assure my readers that, 
if they but commit to memory the whole of the tenses 
of seven verbs (‘ haber,’ ‘ tener,’ ‘ ser,’ ‘estar,’ ‘ amar,’ ‘ temer,’ 
and ‘ partir ’)—a matter of a few hours only—they will have 
laid a solid foundation upon which to build their future 
work. All the Futures and Conditionals resemble each 
other ; so do some other tenses. 

The indolent and half-hearted worker will accomplish 
very little ; I appeal only to those who desire to experience 
the pleasure and educational saperiority over others that 
a good knowledge of a foreign tongue can give. 


The Imperfect Tense 
Haber (to have) Tener (to have) 
Habia (I had, was having) Tenia (I had, was having) 
Habias Tenias 
Habia ? Tenia 
Habiamos Teniamos 
Habiais ? Tenfais 4 
Habian Tenfan 





i Take care to pronounce the ending ‘-iais’ as in English 
“bee-ice'). 


THE FIFTH LESSON 65 


Ser (to be) Estar (to be) 
Era (I was) Estaba (I was) 
Eras Estabas 

Era Estaba 
Eramos Est&bamos 
Erais Est&bais 

Eran Estéban 


There are many resemblances to be observed in the 
above forms. 


Regular Forms 

Amar (to love) Temer (to fear) Paritir (to part, divide) 
Amaba (I was loving). Temia (I was fearing). Partia (I was parting). 
Amabas. Temias. Partias. 
Amaba. Temia. Partia. 
AmAabamos. Temiamos. . Partiamos. 
Amiabais. Temiais. Partiais. 
Améban. Temian. Partian. 


Here, again, the resemblances are noticeable in the 
suffixes; the ‘b’ in regular verbs whose infinitives end in 
‘—ar’ is outstanding. 

The forms of the imperfect of irregular verbs are not at 
all difficult, since they differ but little from the regular forms. 

“Tr’ (to go) becomes ‘iba,’ etc. 

‘ Venir ’ (to come) becomes ‘ venia,’ etc. 

‘Saber ’ (to know) becomes ‘sabia,’ etc. 

‘Sentir ’ (to feel, perceive) becomes ‘sentia,’ etc. 

‘Poner’ (to put, place) becomes ‘ ponia,’ etc. 

‘ Ver ’ (to see) becomes ‘ veia,’ etc. 

‘Hacer ’ (to do, make) becomes ‘ hacia,’ etc. 

‘Dar’ (to give) becomes ‘ daba,’ etc. 

‘Decir’ (to say, tell) becomes ‘ decfa,’ etc. 

The reader will require but little more than that which 
I have given concerning the imperfect form of the 


indicative ; the rest may be gained by continual practice. 
F 


66 THE FIFTH LESSON 


The conditional form is quite as easily acquired if we 
memorise the following suffixes— 


-fa 
-fas 
-ia 
-famos 
-fais 
-ian 
Conditional Mood 
Haber (to have) Tener (to have) 
Habria (I should have) Tendria (I should have) 
Habrias Tendrias 
Habria Tendria 
_ Habriamos Tendriamos 
Habriais Tendriais _ 
Habrian Tendrian 
Ser (to be) Estar (to be) 
Seria (I should be) Estaria (I should be) 
Serfas Estarias 
Seria Estaria 
Seriamos Estariamos 
Serfais Estariais 
Serian Estarian 
The conditional forms of the regular and irregular 
verbs all have the same suffixes. 
Amar (to love) Temer (to fear) oer 
Amaria Temeria Partiria 
(1 should love). ‘(I should fear). (I should part). 
Amarias. Temerias. Partirias. 
Amaria. | Temeria Partiria. 
Amariamos. — Temeriamos. Partiriamos. 
Amariais Temeriais. Partiriais. 


Amarian. Temerian. Partirian. 


THE FIFTH LESSON 67 


Notice particularly that, both in the future and con- 
ditional forms of all verbs, the final ‘r’ of the infinitive 
remains, even though, in some instances, its preceding 
vowel be missing. By this ‘r’ may they be recognised 
in reading and in conversation. 

The most difficult form—demanding great care—of the 
Spanish verb is the Past Definite or Preterite tense, yet 
one’s task is lightened on account of the similarities which 
exist, as in other tenses, among them. 


Past Definite Tense 

Haber Tener 
Hube Tuve 
Hubiste Tuviste 
Hubo Tuvo 
Hubimos Tuvimos 
Hubisteis Tuvisteis 
Hubiéron Tuviéron 

Ser Estar 
Fui Estuve 
Fuiste Estuviste 
Fué _ Estuvo 
Fuimos Estuvimos 
Fuisteis Estuvisteis 
Fueron Estuvieron 

The three regular forms are— 

* Amar Temer Partir 
Amé Temi Parti 
Amaste Temiste Partiste 
Amé Temié Partié 
AmAmos Temimos Partimos 
Amésteis Temisteis Partisteis 
Amaron Temieron Partieron 


68 THE FIFTH LESSON 


The past definite of the most used irregular verbs will 
be found to be not altogether unlike the forms just given. 


Ir (to go) } Venwr (to come) 
Fui Vine 
Fuiste Viniste 
Fué Vino 
Fuimos Vinimos 
Fuisteis Vinisteis 
Fueron Vinieron 
Poder (to be able) Saber (to know) 
Pude Supe 
Pudiste Supiste 
Pudo Supo 
Pudimos Supimos 
Pudisteis Supisteis 
Pudieron _ Supieron 
Querer (to wish, love) Hacer (to do, make) 
Quise Hice 
Quisiste Hiciste 
Quiso Hizo 
Quisimos Hicimos 
Quisisteis Hicisteis 
Quisieron ‘ Hicieron 
Poner (to put, place) Decir (to say, tell) 
Puse Dije 
Pusiste Dijiste 
Puso Dijo 
Pusimos Dijimos 
Pusisteis Diisteis 
Pusieron Dijeron 





1 Vide Pasi Definite of * Ser.’ 


THE FIFTH LESSON 69 


Dar (to give) Ver (to see) 
Di Vi 
Diste Viste 
Did Vid 
Dimos Vimos 
Disteis _ Visteis 
Dieron Vieron 

Sentor (to feel, perceive) Traer (to bring) 
Senti Traje 
Sentiste Trajiste 
Sintié (‘1’ instead of ‘e ’) Trajo 
Sentimos Trajimos 
Sentisteis Trajisteis 
Sintieron (‘i’ instead of ‘e’) = Trajeron 

Otr (to hear) Pedir (to ask for) 

Oi - Pedi 
Oiste Pediste 
Oy6 Pidié 
Oimos Pedimos 
Oisteis Pedosteis 
Oyeron Pidieron 


The best method to employ in learning the various 
tenses of irregular verbs is that of reading them over 
aloud, in sets. Take the present tenses of several verbs, 
and recite them over and over again at intervals through- 
out the day. Then take the imperfect tenses, then 
others. By this means one distinguishes the differences 
and similarities between the separate sets, and between 
these and the regular forms. The latter ought, on the 
other hand, to be learned individually throughout their 
conjugations, since, as | have explained, they form a basis 
upon which to build. Now, in order to vary the work, 


70 THE FIFTH LESSON 


let us learn by heart—‘de memoria,’ as the Spanish say, 
this little poem ; it contains some useful constructions— 


Pobre flor que ayer naciste, 
Cuan temprana fué tu suerte! 
Al primer paso que diste 

Te encontraste con la muerte. 


El llevarte? es cosa triste ; 
El! dejarte? es cosa fuerte ; 
El dejarte con la vida 

Es dejarte con la muerte. 


The translation runs— 


Poor flower that wast born yesterday, 
How soon came (was) thy fate ! 

At the first step thou tookest (gavest) 
Thou metst with death. 


(The) Taking thee away is a sad thing ; 
(The) Leaving thee is a strong (noble) thing ; 
(The) Leaving thee with life 

Is to leave thee with death.? 


There are three examples of the Past Definite in these 
lines, namely— 


‘ Naciste,’ from ‘ nacer’” (to be born). 

‘ Diste,’ from ‘ dar’ (to give). 

‘Te encontraste con,’ from ‘encontrarse con’ (to meet 
with). 





1 Note that the pronoun becomes s suffix to an infinitive ; 
pereoned to a present participle and an imperative (used affirm- 
atively) 


2 Whether one left the flower or picked it, it must die in the end. 


THE FIFTH LESSON 71 


There are also two examples of infinitives used 
substantively— 


(1) ‘ El dejar ’ (the leaving). 
‘ El dejarte ’ (the leaving thee). 
(2) ‘ Ell llevar ’ (the taking away). 
‘ El llevarte ’ (the taking thee away). 


‘Cuan ’ is an adverb signifying ‘ how,’ as above. 

‘Primero’ means ‘first’; the feminine form is 
‘primera’ ; the plural ‘ primeros, primeras.’ The final 
vowel may sometimes be omitted before a substantive. 

The verb ‘to meet with’ (encontrar-se con) is a 
reflexive verb. It happens that a verb may be reflexive 
in one language and not in another. In English one 
might well be understood if one omitted the reflexive 
pronoun in certain cases, as, ‘I am washing myself’ or ‘I am 
washing.’ In Spanish, however, one is not so free to omit 
the pronoun from fear of being misunderstood. See how 
the reflexive verb is conjugated, and let us take, as an 
example, another verb commonly used. 


Pasearse (to walk) 


Yo me paseo = I walk. 

Ti te paseas = thou walkest. 
El se pasea = he walks, 
Nosotros nos paseamos = we walk, 
Vosotros os pasefis == you walk, 
Ellos se pasean = they walk, 


The Imperfect would be, ‘ Yo me paseaba,’ etc. 
The Past Definite, ‘ Yo me paseé,’ etc. 

The Future, ‘ Yo me pasearé,’ etc. 

The Conditional, ‘ Yo me pasearia,’ etc, 

The Imperative, ‘ Paséate !’ (Go thou for a walk /) 


72 THE FIFTH LESSON 


The Imperative, ‘ Paséese Vd.!’ (Go you for a walk /) 
The Spanish language, as I have said in Lesson Three, 
is rich in suffixes. 


FURTHER EXAMPLES 


Un nifio muy pequefio es = A very small child is a 
pequefiito * little one (mite, etc.). 
Un libro pequefio.es un = A little book is a booklet. 

librito 
Una estatua baja es una = A low (small) statue is a 


estatuita statuette. 

Una mujer muy baja es una = A very low (short) woman 
mujercita is a little woman. 

Un jéven de poca edad es un = A youth of little age is a 
jovencito youngster. 

Un 4rbol] de poca altura es = A tree of little height is 
un arbolillo a sapling, etc. 

Hijica de mi alma ! = Little daughter of ps 

; heart.” 


Now [I intend to tell a short story, first in English 
in order that you may Tealise its purport, and afterwards 
in Spanish. Endeavour by means of the English render- 
ing to establish the idea of the story in your mind with- 
out special attention to the English words employed ; but 
pay strict attention to every Spanish word. 


English Version 


Louis XIV. asked one of his courtiers if he knew the 
Castillian tongue. 
*“ No, sir,” replied the gentleman, “ but Ill learn it.” He 
worked with much careful attention (application) in order 
to learn the language quickly, because he thought that the 





1 Both nouns and adjectives: may take these suffixes. 
2 Literally ‘soul’; ‘el corazén ’ is ‘ heart.’ 


THE FIFTH LESSON 73 


king had the intention of naming (nominating) him am- 
bassador in the court of Spain, and after a few months he 
went to tell the monarch that, now already, he knew the 
Castillian tongue. 

“Very well,” replied the king to him, “and I give you 
my congratulation,! for you will be able to read ‘Don 
Quijote ’ in the original.” 

The Spanish version runs as follows— 


Luis XIV. preguntéd 4 uno de sus cortesanos “si 
sabfa el castellano ? ” 

“No, Sefior,” respondid el caballero, “pero lo 
aprenderé.” 

Trabajé con mucho esmero para aprender pronto 
aquel idioma, porque pensaba que el rey tenia intencién 
de nombrarle embajador en la corte de Espafia, y después 
de unos meses fué 4 decir al monarca que ahora ya sabia 
el castellano. 

“Muy bien,” le respondié el rey, “y le doy 4 Vd. la 
enhorabuena,! pues podra leer el ‘Don Quijote’ en el 
original.” 

Here is another anecdote— 


“TI don’t know how to get rid of Augustus ; every 
day he comes to ask me for money.” 

“ And dost thou give him some ?” 

“No, but his presence inconveniences me.” 

“Do you wish him not to’ come again ?—Lend him 
five ‘ duros ’ (dollars).” 


The Spanish is rendered thus— 


“No sé cémo librarme de Agustin ; todos los dias 
viene 4 pedirme dinero.” 





1 *Dar la enhorabuena’ means ‘to congratulate ’ ; (also * Dar 
el parabién ’). 


74 


THE FIFTH LESSON 


* Y tii se lo das ? ” 

“No, pero me incomoda su presencia.” 

** Quieres no volverlo & ver ?—Préstale cinco duros! ” 
The above passages, and, indeed, every other anecdote 


aud story that may henceforth appear, should be recited 
aloud, not once, but many times ; and such recitation must 
not be monotonous, but full of expression. Neither must 
they be recited until the idea of the whole is understood, 
nor without an increased mobility of the organs of speech. 
Speak slowly and deliberately, and, above all things, with 
perfect confidence. 


Notes to above passages 


‘ Pregunté 4.’ The verb ‘ preguntar’ (#0 ask) requires the 
preposition ‘ 4’ (to ask to ——). 


‘Ya’ signifies ‘ already.’ 


Notice the positions of the various pronouns. It is far better 
to learn their use and position in connected texts than to 
memorise them as tabulated parts of speech. 


* Pues ’ in the first extract may be translated ‘ for’ or ‘ since’ 
or ‘ because.’ 


‘ for you will now be able to read ——..’ 
*‘ —— since you will now,’ etc. 

: because you will now,’ etc. 

This is its usual signification. 


* Librarme ’ means ‘ to free myself,’ and ‘ pedirme ’ means ‘ to 
ask me for’ or ‘ to beg me.’ 


‘Se’ in ‘y ti se lo das ?’ needs an explanation. Whenever 
two pronouns, both of the third person, one dative and the 
other accusative, come together in the same phrase, the 
pronoun in the dative wag. a into ‘se,’ so that, word for 
gee the phrase under observation may be translated 

us— 








Y <=and. 

tu = thou. 

se = to him (dative instead of ‘ le’). 
lo = it (referring to ‘money ’). 

das = ‘givest. 


THE FIFTH LESSON | 15 


Remember that ‘se’ is a pronoun only of the third perso: ; 
and study the ieliowiig-—" 3 nen 


Yo se lo dije = I said it to her (him, them). 
Yo se lo lei = I read it to him (her, them). 
Yo se lo doy = I give it to them (him, her). 


_ Since ‘ Vd.’ is also used with the third person it is likewise so 
wot ay ‘ Se lo diré & Vd. esta tarde!’ (1 will tell it you this 
evening). 


Now, here is a short poem which it would be wise 
on the student’s part to commit to memory: indeed, all 
the extracts, stories, and poems, together with the ‘Con- 
versational Matter,’ should be read aloud, for this is the 
only course to adopt if the student wishes to become 
fluent in the language. I do not mean that one should 
learn them as a task, but rather as a pleasure, not by 
effort and strained concentration, but by familiarity, by 
reading them aloud with expression over and over again 
during a long period. In this manner impressions may 
be better preserved. 


El dos de Mayo 


Este es el dia en que, con voz tirana, 

“ Ya sois esclavos,” la Ambicién grito. 
Y el noble pueblo que lo oyé indignado— 
“ Muertos, si,” dijo, “ pero esclavos, no.” 


The translation of the above runs— 


This is the day in which, with tyrant voice, 

“ Already (now) you are slaves,” Ambition cried. 
And the noble people that heard it, indignant— 
“ Dead, yes,” it said, “ but slaves, no!” 





1 * The Second of May,’ by Arriaza. 


76 


poo 


THE FIFTH LESSON 
Notes 

Accentuate ‘ éste’ on the first syllable. 

‘Voz’ (voice) is feminine. 

* Sois’’ is second person plural of ‘ ser.’ 

The word ‘Ambicién’ is significant. It is an allusion to 
Napoleon and to the French domination in Madrid. 

* Pueblo’ meaning ‘a people,’ ‘a race,’ is, of course, rs 
‘Muertos’ and ‘esclayos’ refer to the plurality of the 
citizens. 

Read this verse slowly and with expression. 


CHAPTER VIII 
Tue Sixta Lesson 


Let me now tell you another story, first in English in 
order that you may seize the idea of the whole, and then 
in Spanish so that the text may convey the same idea to 
your mind. When once you understand an idea that is 
to be expressed, endeavour to forget temporarily the 
words and phrases of the English version and concentrate 
upon the Spanish. This is the best way to learn. 


A prince, wishing to amuse himself at the expense of 

one of his courtesans whom he had employed in different 
embassies, told him one day that with his big eyes and 
long neck he seemed, at the same time, like an owl and 
& goose. 
*T donot know, Sir,” replied to him the gentleman, 
with much dignity, “to whom or to what (I) look like: 
(resemble, appear), but I know very well that I had 
many times the honour to represent Your Majesty in 
various foreign courts.” » 

Here is the same story told in Spanish— 

Un principe, queriendo divertirse 4 costa de uno de 
sus cortesanos 4 quien habfa empleado en diferentes 
embajadas, le dijo un dia que con sus grandes ojos y largo 
cuello se parecfa 4 la vez & un buho y 4 un ganso. 

“ Yo no sé, Sefior,” le respondié el caballero con mucha 
dignidad, “4 quien 6 4 que me parezco, pero sé muy bien 
que tuve muchas veces el honor de representar Vuestra 
Majesdad (V. M.) en varias cortes extranjeras.” 


78 THE SIXTH LESSON 


The student will demand explanations to some of the 
constructions in the above. He will probably have 
remarked certain repetitions of the preposition ‘4’ where 
he would not have expected them. With some Spanish 
verbs this ‘4’ is necessary. In English we used the 
phrase ‘to meet a companion’; in Spanish, however, we 
say ‘ Encontrar 4 un campaiiero ’ (meet to a companion). 

The following examples should be noted particularly— 


Spanish English 

Amar 4 una persona = To love a person. 
Adorar 4 Dios = To adore God. 
Aprender 4 escribir = Fo learn to write. 
Compelar 4 otro = To compel another. 
Cautivar 4 los alemanes == To capture the Germans. 
Convidar 4 alguno = To invite someone. 
Ensefiar & un discipulo = To teach a pupil. 
Encontrar 4 un amigo = To meet a friend. 
Obedecer & alguno ~ = To obey someone. 
Obligar 4 una persona = To compel a person. 
Preguntar algo & una = To ask something of some- 

persona one. 
Salvar 4 uno la vida = To save someone’s life. 


There are many such verbs requiring this ‘4.’ Some 
others are— 


Molestar& = To molest, trouble. 
Nombrar& = To nominate. 

Pagar & = Fo pay. 

Prestar 4 = Fo lend. 

Reconecer & = To recognise. 
Reconvenir 4 = Fo reprove. _ 
Acercerse 4 = To approach. 
Maldecir & = To curse (someone). 


THE SIXTH LESSON | 79 


There are also other verbs with which other prepositions 
are employed, such as ‘de,’ ‘con,’ and ‘en’ (in English 
‘of, ‘with, and ‘in.’) Here are a few noteworthy 
examples— : 


Spanish English 
Olvidarse de? = To forget. 
Lamentarse de? = To bewail. 
Gozar de = To enjoy, rejoice in. 
Encargarse de* = To undertake. 
Emular cop—— = To emulate—. — 
Detestar de—— =: To hate——. 
Descuidarse de* =: To be careless of, to disregard. 
Dejarse de! = To cease. 
Afanarse en! =: To make a hobby of. 
Insistir en = To insist on. 
Meditar en == To think upon. 
Principiar en = To begin with. 
Reflexionar en = To reflect on. 
Repartir en = To divide into. 
Resolverse en! = To resolve (itself ) into. 
Vengarse en’ = To avenge oneself on. - 
Casarse con* = To marry (oneself with). 
Batirse con una persona! = To fight a person. 
Dar con alguno = To meet with someone. 
Cesar de comer = To cease eating (to eat). 
Conocer de vista = To know by sight. 
Disponer de = To dispose of. 
Vindicarse de——’ = To avenge-——. 
Abstenerse de? = To abstain from——. 

These raust be acquired by practice. 


The subjunctive of Spanish verbs, as in other tenses and 








1 Also reflexive. ‘Yo me olvido de——’ (‘ I forget). 


80 


THE SIXTH LESSON 


moods, is formed by the addition of suffixes. As regards 
the tenses, there exist not only a‘ Present’ and ‘ Imperfect,’ 


but also a ‘ Future’ and ‘ Conditional.’ 


Amar 


Ame 
Ames 
Ame 
Amemos 
Améis 
Amen 


Amase 
Amases 
Amase 
Amasemos 
Amaseis 
Amasen 


SUBJUNCTIVE 
Temer 
PRESENT 


Tema 
Temas 
Tema 
Temamos 
Temais 
Teman 


IMPERFECT 


Temiese 
Temieses 
Temiese 
Temiésemos 
Temieseis 
Temiesen 


FUTURE 


Temiere 
Temieres 
Temiere 
Temiéremos 
Temiereis 
Temieren 


CoNDITIONAL 


Temiera 
Temieras 
Temiera 
Temiéramos 
Temierais 
Temieran 


Partir 


Parta 
Partas 
Parta - 
Partamos 
Partais 
Partan 


Partiese 
Partieses 
Partiese 
Partiésemos 
Partieseis 
Partiesen 


Partiere 
Partieres ‘ 
Partiere 
Partiéremos 
Partiereis 
Partieren 


Partiera 


Partieras 
-Partiera — 


Partiéramos 
Partierais 
Partieran 


THE SIXTH LESSON 81 


Let us now study the changes in the subjunctive and 
other forms of the principal irregular verbs. 

These need not be memorised all at once, for by con- 
tinually repeating them in phrases, sentences, stories, and 
poems, one becomes accustomed to their correct usage ; 
they should, however, be read over aloud at intervals and 
also be used for reference. Never let any word pass 
without understanding its real signification. 

Only those tenses which exhibit changes will be given. 


Andar (to walk or to go) 
Past Defmite | Anduve 
Anduviste 
Anduvo, etc.* 
Subj. (Imperf.) Anduviese, etc.* 
2 (Fut.) Anduviere, etc. 
» (Cond.)  Anduviera, etc.? 
Dar (to give) 
Subj. (Imperf.) Diese 
Dieses 
Diese, etc. 
»  (Fut.) Diere 
Dieres 
Diere, etc.* 
»» (Cond.) Diera, etc.* 


Hacer 
Cond. Haria, etc. 
Subj. (Pres.) Haga, ete. 
», (Imperf.) Hiciese, etc. 
” (Fut.) Hiciere, etc. 
,, (Cond.)  Hiciera, etc. 





1 If the student has learned the suffixes of the regular con- 
jugations, he will easily be able to continue throughout the tenses. 
he change in the stem must be studied. 
a 


82 THE SIXTH LESSON 


Saber (to know) 
Subj. (Pres.) Sepa, etc. 
29 (Imperf.) Supiese, etc. 
»,  (Fut.) Supiere, etc. 
” (Cond.) Supiera, etc. 


Ver (to see) 
Imperf. Veia, etc. 
Subj. (Pres.) Vea, ete. 


Venir (to come) 
Imperf. Venfa, etc. 
Subj. (Pres.) Venga, ete. 

», (Imperf.) Viniese, etc. 
»  (Fut.) Viniere, etc. 
» (Cond.)  Viniera, etc. 


Decir (to say, tell) 
Imperf. Decia, etc. 
Cond. Diria, etc.} 
Subj. (Pres.)  Diga, ete. 

»  (Imperf.) Dijese, etc. 
»  (Fut.) Dijere, etc. 
» (Cond.) Dijera, etc. 


Ir (to go) 
Imperf. Iba, etc. 
Cond. Iria, ete.} 


Subj. (Pres.) Vaya, ete. 
” (Imperf.) Fuese, etc. 
»  (Fut.) Fuere, etc. 
»  (Cond.) Fuera, etc. 


1 Note that the ‘Future’ tense and the ‘Conditional’ have 
always the same stem. 





THE SIXTH LESSON 83 


Mostrar (to show)? 

Pres. (Indic.) Muestro 
Muestras 
Muestra 
Mostramos 
Mostrais 
Muestran 

Subj. (Pres.) Muestre, etc. 

~ Conocer (to know, to be acquainted with) 

Pres. (Indic.) Conozco (pron. ‘z’ as ‘ th’) 
Conoces 
Conoce, etc. 

Subj. (Pres.) Conozeca 
Conozcas 
Conozca, etc. 


Poner (to put, place) 
Pres. (Indic.) Pongo 
Pones 
Pone, etc. 
Cond. Pondria, ete. 
Subj. (Pres.) Ponga, etc. 
», (Imperf.) Pusiese, ete. 
»  (Fut.) Pusiere, ete. . 
» (Cond.)  Pusiera, etc. 
Pedir (to ask, demand) 
Pres. (Indic.) _Pido 
Pides 
Pide 
Pedimos 
Pediais 
Piden 
1 Notice how these verbs change to the regular form in the 
first and second persons plural. 





THE SIXTH LESSON 


Subj. (Pres.) Pida, etc. 
», (Imperf.) Pidiese, cte. 
»» (Fut.) Pidiere, ete. 
»  (Cond.) Pidiera, ete. 
Our (to hear) 
Pres. (Indic.) Oigo 
Oyes 
Oye 
Oimos, etc. 
Subj. (Pres.) Oiga, ete. 
Poder (to be able, can) 
Fut. Podré, ete. 
Cond. Podria, etc. 
Subj. (Pres.) Pueda, ete. 
», (Imperf.) Pudiese, ete. 
»  (Fut.) Pudiere, etc. 
» (Cond.) Pudiera, ete. 


Querer (to wish, to like) 


Fut. 


Cond. 
Subj. (Pres. ) 


»> (Imperf.) 


x (Pat.) 
»  (Cond.) 


Querré: 
Querras 
Querri: 
Querremos 
Querréis 
Querran 
Querria, etc. 
Quiera, etc. 
Quisiese, etc. 
Quisiere, etc. 
Quisiera, etc. 


THE SIXTH LESSON 
Valer (to be worth) 


Fut. 
Cond. 


Valdré, ete. 
Valdria, etc. 


Subj. (Pres.) Valga, etc. 
' Sentir (to feel) 


Sienta, etc. 


,, (Imperf.) Sintiese, etc. 


Subj. (Pres. ) 
» (Fut.) 
»» (Cond.) 


Sintiere, etc. __ 


Sintiera, etc. 


Morrr (to die) 


Pres. (Indic.) | Muero 
Mueres 
Muere 
Morimos 
Moris 
Mueren 
Subj. (Pres) Muera, etc. 
», (Imperf.) Muriese, etc. 
»  (Fut.) Muriere, etc. 
», (Cond.) Muriera, etc. 
Dormir (to sleep) 


Pres. (Indic.) 
Subj. ( Pres.) 


,, (Imperf. ) 
, ‘Fut.) 
»  (Cond.) 


Duermo, etc. 
Duerma, etc. 
Durmiese, etc. 
Durmiere, ete. 
Durmiera, etc. 


Traer (to bring, to carry) 
Pres. (Indic.) Traigo, etc. 


Past Def. 


Traje 
Trajiste 


— «86 THE SIXTH LESSON 
Past Def. Trajo 


Subj. (Pres.) Traiga, etc. 
ba Trajese, etc. 
» Trajere, etc. 
9 Trajera, etc. 


Salir (to. go out) 
Pres. (Indic.) Salgo, ete. 
Fut. Saldré, etc. 
Cond. Saldria, etc. 
Subj. ( Pres.) Salga, etc. 
»» (Imperf.) Saliese, etc. 
»  (Fat.) Saliere, etc. 
» (Cond.)  Saliera, etc. 


CONVERSATIONAL MATTER 
Porqué ha hecho Vd. eso? = Why have you _ done 


this ? 
Si yolo hubiera sabido nolo =If I had known it I 
habria hecho should not have done it. 
Quién era el médicodelrey? = Who was the _ king’s 
physician ? 
” El médico del rey era ingles = The king’s physician was 
y muy sabio English and very clever. 
Quién es su hermana ?4- = Whois her (his) sister ? 
Su hermana es actriz en un = Her (his) sister is an 
teatro de Madrid actress in a Madrid 
theatre. 





1 * De él’ or ‘ De ella’ understood. 


THE SIXTH LESSON 87 


Cuando mi tfo estuviere en = When my uncle is at 
el baile, yo estaré en el the dance, I shall be 
teatro at the theatre. 

Note.—‘ Cuando ’ is usually followed by the subjunctive, especiall 
when it signifies ‘ vanever? Since, here, the idea is a rant 
one, the future tense must be used. ‘ Whenever my uncle will 
be (subj.) at the dance (ball), I shall be (indic.) at the theatre.’ 

Qué hay de nuevo, amigo? = What is the news, 

friend ? 

Nada que yo sepa ! = Nothing that I know of. 


(Literally ‘ What is there of new ? ’) 
(Literally ‘ Nothing that I know of’ (subj.).) 


Notes.—The Subjunctive is not so easy to understandas the other 
moods. It is employed generally in cases of uncertainty, doubt, 
fear, desire, and others exhibiting mental activity ; with verbs 
of asking and demanding ; after expressions that are impersonal 
such as— 


Es probable que —-— = it is probable that ——. 

It is also necessary after certain conjunctions, such as— ! 
Para que * = So that, in order that. 
Cuando = When, whenever. 

Antes que = Before (that). 
Después que = After (that). 
Sin que = Without (that) 
Como = As. 
Si = If. 
Asi que = As soon as. 
Hasta que = Uniil. 
Sea que = Be it that. 
Noo te que = Notwithstanding (that) 
Siempre que = Whenever (whenever be it that) 
De miedo que = For fear that. 
e* = Although. 
Por mas que ‘ = However. 


The use of the subjunctive, more reg agp panes than any 
other part of Spanish grammar, must be acquired by practice, 
‘though t the above notes will greatly assist the student. 





2 Notice the use of ‘ que ’ (that). 

® Also ‘de modo que’ and ‘4 fin de que.’ 
 ® Also ‘ bien que.’ 

* Also ‘ como quiera que.’ 


88 THE SIXTH LESSON 


Si el tiempo no fuese tan = If the weather were not 
malo, yo partiria esta so bad, I should depart 


tarde this afternoon. 
Su primo de Vd. estaba = Your cousin was very 
muy cansado, no ? tired, wasn’t he ? 


(‘ No’=No, not ; itis also equivalent to the English re- 
petition in interrogation.) 


Vd. es soldado, no ? = You are a soldier, are 

you not? 

Mi hermano est4 aqui, no ? = My brother is here, isn’t 

he ? 

Cuando Vd. llame (subj.) 4 = When (whenever) you call 
la criada, no olvide (im- the servant (fem.) don’t 
perative) que su nombre forget that her Chris- 
de pila es Catalina ! tian name is Katherine. 


(Oluidar = To forget.) 
(El nombre de pila = The Christian name.) 
(La pila = The baptismal font.) ; 


Mis alumnos? estén estu- = My pupils are studying 


diando la historia de the history of France. 
Francia 
De veras ? = Really ? 


Si! Més tarde estudiaran = Yes! Later they will 
la historia y la geografia study the history and 


de Ingiacerra geography of England. 
Mi madre quisiera (Condt. = My mother would wish 

Subj.) que comiese (Im- that I might eat much, 

perf. Subj.) mucho pero but I have no desire to 

yo no tengo ganas de eat. 

comer 


(Tener ganas de = To have envy to; To desire.) 





1 Or ‘ discipulos’ (accented on the syllable -ci-). 


THE SIXTH LESSON 89 


Si Vd. no hubiera (Condt. = If you had not (would not 
Subj.) comido tanta have) eaten so much 


carne, no habria estado meat, you would not 
enfermo have been ill. 
Yo quisiera (Condt, Subj.) = I should wish to live in 
Vivir en el campo ! 1 the country. 
Ayer por la tarde toqué el = Yesterday evening I 
piano en mi cuarto played the piano in my 
room. 


(Tocar = To touch.) 
(Tocar el piano = To play the piano.) 
(Por la tarde = In the afternoon, in the evening.) 


No es 4 Vd. 4 quien.dirijo =- It is not to you I direct 


la palabra, sino a su my conversation (word) 
amiga but to your friend (fem. ) 
(Dirigir = To direct.) 
(Palabra = Word.) 
Distingamos siempre entre = Let us always distinguish 
lo bueno y lo malo! between good and bad! 
Vds. serian alabados si= You (plur.) would be 
fueron mas diligentes praised if you were 


more diligent. 
Quisiera (Condt. Subj.) = 1 should wish that your 


que sus amigos de Vd. friends might accom- 
nos acompajiasen (Imperf. pany us to the church 
Subj.) hasta la iglesia de of which we have been 
que hemos estado hab- speaking ! 
lando ! 

Digame Vd. caballero, es = Tell me, sir, is this the 
este el correo ? post-office ? 





1 Expressing ‘ desire.’ 


90 THE SIXTH LESSON 


Si, caballero. Por aqui se = Yes, sir. One enters here 


entra ! * (Through here.) 
Ya me acuerdo 4 donde he = Now I remember where 
puesto mi reloj I have put my watch. 


(Acordarse = To remember.) 
(Ya = Already, now.) 


Tanto mejor ! = So much the better ! 
A qué hora quiere Vd. que = At what time do you 
venga ? want me to come ? 


(Venga = Subjunctive present after a verb of wishing.) 


A las tres, sefior = At three o’clock, sir. 

Estaré aqui 4 las tres = I shall be here at three. 

Ne tengo nada que hacer =I have nothing (that) to 
do. 

Qué tiene Vd. que hacer ? = What have you (that) to 
do? 

Tengo mucho que hacer = I have much to do. 


Vd. no tiene nada que = You have nothing to fear ! 
temer ! 


(Note the use here of ‘ que.’) 


Va Vd. algunas veces al = Do you sometimes go 


campo ? into the country ? 
Si, de vez en cuando ! = Yes, sometimes (from 
time to time). 
Qué hace ? * = What are you doing ? 
Acabo de escribir una carta = I have just written a 
. letter. 





1 Notice the use of the third person with ‘se.’ ‘Se habla 
espafiol’ means ‘ Spanish is spoken’ or ‘ One speaks Spanish.’ 

2 ‘Vd. understood. ‘Que hace ella ?’ would mean ‘ What is 
she doing?’ When any person or thing is under discussion, it is 
not necessary to include the pronoun. 


THE SIXTH LESSON 91 


Acabo de visitar 4 miamigo = I have just visited my 
friend. 


(The verb ‘ acabar ’ followed by ‘ de’ and an infinitive 
is equivalent to the English ‘to have just——.’) 


Yo no tengo ningin amigo = I have no friend. 


Qué léstima ! = What (a) shame ! 
Nocomprendo (intiendo) lo = I don’t understand what 
que Vd. dice ! you say! 


(‘ Lo que ’ means ‘ what’ in the sense of ‘ that which.’) 
Me gustaria mucho saber = I should very much like 


lo que piensa Vd. to know what you 
think. 

Quiere Vd. saberlo ? == Do you wish to know (it) ? 

Si, quiero saberlo = Yes, I wish to know (it). 


Pienso que el hombre es el = I think that man is the 
animal més sabio del wisest animal in the 
mundo world. 


CHAPTER IX 


Tue SeventH Lesson 


ADVERBS may be formed from adjectives by the addition, 


to the feminine form in ‘a,’ of the suffix 


‘-mente,’ as 


explained in the ‘ Introductory Remarks ’ at the beginning 


of the book. 


Other adverbs of importance, some of which have 
already been given, are— 





Abajo = Below, down- Aca = Here. 
stairs 
Acaso = Maybe, per- Ademas = Besides, more- 
haps. over. 
Adelante = Forward Ahi = There. 
Ahora = Now. Alla = There. 
Antes = Before. Alli = There. 
Apenas = Scarcely, Aqui = Here. 
hardly 
Arriba = Above, up- Asi = Thus 
stairs. 
Atras = Behind. Aun = Even, yet 
Bastante = Enough. Bien = Well. 
Casi = Almost. Cerca = About, near 
Cémo = How. Cuando = When. 
Debajo = Underneath Delante = af i in 
ront. 
Demasiado = Too much, too. Dentro = Inside. 
Despacio = Slowly. Después = Afterwards 
Detras = Behind Donde = Where. 
Encima = Upon. Entonces = Then. 
Fuera = Outside. Jamas = Ever, never. 
Junto 4 = By the side of, Lejos = Far, afar. 
next to. 
Luego = Directly. Mal = Badly. 
Ni = Neither, nor Nunca = Never. 
Poco = Little. Pronto! = Quickly, soon 
Pues = Then. Quiza * = Perhaps 
Siempre = Always. Sélo = Yy. 
También = Also. Todavia = Yet, still 
Ya = Already. 
1 Also ‘ presto.’ 2 Also ‘ quizas.’ 


THE SEVENTH LESSON 93 


Any other grammatical points that remain to be ex- 
plained will be dealt with as we come across them. 

It is advisable that the student should know all the 
previous work thoroughly. 


A STORY: 


Decia una madre 4 su hijo de cinco 6 seis afios de edad, 
para inducirle 4 que acabase su tarea, que “‘ Nunca, se debe 
dejar para majiana lo que se puede hacer hoy dia.” - 

“ En este caso, mam,” le Tespondié el chiquillo muy 4 
propésito, “hemos de acabar hoy mismo lo restante del 
pastelillo, y no guardarlo para majiana.” 

Maravillada la madre con tal agudeza, le dié permiso 
de acabarlo, 


Translation 


Said a mother to her son of five or six years of age, in 
order to (para) induce him to finish his task, that “ Never 
must one leave for to-morrow that which (lo que) one can 
finish to-day ” (hoy dia). 

“In this case, mamma,” responded to her (le) the 
youngster, much 4 propos (to the point), “‘ we have to finish 
to-day-itself the remainder of the cake and not leave it 
for to-morrow.” 

The mother, marvelling at such acuteness, gave him 
permission to finish it. 


Notes 


The construction is different to that of English sentences, therefcre 
study it with the utmost care, not only in this extract but 
in all those that follow. _ 


‘Nunca se debe dejar’ signifies ‘One never ought to leave. 
Literally, ‘It never ought to leave itself.’ 
* Lo que’ means ‘that which ’ or ‘ what.’ 





? From ‘ Damiani.’ 


94 THE SEVENTH LESSON 


y 

‘Se puede hacer’ means ‘Can be done.’ Literally, ‘Can do 
itself.’ These common reflexive forms must be carefully studied. 

‘ Acabar’ means ‘To finish.’ When followed by ‘de’ and an 
infinitive it signifies ‘to have just’ done something as already 
explained. 

* Maravillada’ is feminine agreeing with ‘madre’; it signifies 
‘ marvelling’ or ‘astonished at.’ 

‘ A propésito’ means ‘to the point’ in this case; it also signifies 
‘on purpose ’"—vide next story. 

A STORY 


Un criado, algo tonto, tenfa la costumbre de llevar al 
correo todas las cartas que encontraba en el escritorio de 
suamo. Un dfa eché al buzén una de ellas, que no tenfa 
todavia el nombre ni las sefias del destinatario. 

Al volver 4 casa, su amo se irrité y le pregunté furioso, 
“ Pero, bruto, no vefas que en el sobre faltaba la direc- 
cién ?”’ 

“ Bien lo vi,” contesté el pobre hombre, “ pero crei que 
Vd. lo hacia & proposito, con objeto de callar el nombre de 
la persona 4 quien manda la carta.” 


Translation 


A servant, somewhat foolish, had the habit (custom) 
of taking to the post all the letters that he met with 
(found) on his master’s desk. 

One day he threw into the box one of them that had 
not yet the name or the address of the addressee. On 
returning to the house, his master became annoyed, and 
asked him angrily, “ But, brute, did you not see that on 
the envelope it lacked the address ? ” 

“T saw it well,” replied the poor man, “ but I believed 
that you had done it on purpose, with the object of con- 
cealing the name of the person to whom.you are sending 
the letter.” 


1 This is merely a translation. The Englishman would say 
‘ fool’ or ‘ ass: 





THE SEVENTH LESSON 95 


Notes 
Aigo’ usually means ‘something,’ but when used with an adjec- 
tive it prt Ps * somewhat,’ as ‘algo tonto’ in the above story ; 
‘somewhat foolish,’ ‘ somewhat stupid.’ 

‘ Amo’ means ‘ master’ or ‘ patron’; the feminine is ‘ ama.’ 

‘ Echar’ means ‘to throw.’ 

‘ Las senas.’ The word ‘sefia’ means ‘ mark, sign ’ ; in the plural, 
as above, it signifies ‘ address.’ 

* Volver’ means ‘ to turn, to return.’ Note the use of the infinitive 
in ‘ al volver,’ signifying ‘on returning.’ Thus other infinitives 
may be employed. 

‘ Irritar’ alone means ‘to irritate,’ but ‘irritarse’ will naturally 
signify ‘to irritate oneself,’ or ‘to become irritable,’ or ‘to get 
annoyed.” 

* Faltar’ means ‘to lack.’ One can say also ‘ Me falta un lapiz,’ 
meaning ‘I lack a pencil’ or ‘I Want a pencil.’ ‘ Qué le falta 
& Vd.?’means ‘ What is lacking to you?’ or ‘ What do you 
want ?’ 

* Direccién’ means ‘ destination ’ or ‘ address.’ 

* Contestar’ means ‘ to reply, answer.’ 

* A proposito” means ‘on purpose.’ Vide previous story. 

‘ Callar’ means either ‘to be silent’ or ‘ to conceal.’ 

‘ Mandar’ means ‘ to send.’ 


THE RAINBOW (El arco iris) ! 
El arco iris es producido por los siete rayos del prisma— 


(1). Rojo, 
(2), Naranjado, 
(3). Amarillo, 
(4). Verde, 
(5). Azul claro, 

* (6). Azul oscuro, y 
(7). Morado, 


refractados por los vapores y lluvia que nadan en la at- 
mésfera, y reflejados sobre una nube oscura. Asi es que 
sucede siempre en tiempo lluvioso, y cuando el cielo esté 
atin nublado por un lado, y sol despejado por el otro, 
debiendo hallarse el observador entre la nube y el sol. La 


1 From ‘ Verdejo Paez.’ 





96 THE SEVENTH LESSON 


luna suele producir también el iris, igualmente que las 
grandes caidas de agua y cascadas, los ventisqueros, y las 
olas del mar. 
Translation 
The rainbow is produced by the seven rays of the 
prism— 


(1). Red, 
(2). Orange, 
(3). Yellow, 
(4). Green, 


(5). Light blue, 
(6). Dark blue, and 
(7). Violet, 


refracted by vapours and rain that swim (hang) in the 
atmosphere, and reflected upon a dark cloud. Thus it is 
that it happens always in rainy weather and when the 
sky is still clouded on one side and clear sun on the other, 
the observer having to find himself between the cloud and 
the sun. The moon is accustomed also to produce the rain- 
bow, equally with the great waterfalls and cascades, the 
glaciers and the waves of the sea. 


Notes 
* Arco iris’ means ‘ rainbow.’ 
‘ Producir’ means ‘ to ‘produce.’ 
‘ El prisma’ means ‘ prism.’ Notice that, although it ends in ‘a,’ 
it is masculine. 
Other common colours than those already given are— 


Negro = black. 
Blanco = white. 
Pardo = gray. —~@ 


Moreno = brown. 
‘ El vapor’ means ‘ vapour, steam.’ 
‘ Lluvia’ means ‘ rain.’ 
* Llover’ is the verb ‘ to rain’ 
* Nadar’ means ‘to swim.’ 


THE SEVENTH LESSON 


‘ Asi es” means ‘ thus it is’ or ‘ it is thus.’ 

‘ Suceder ’ means either ‘ to succeed ’ or ‘ to happen.’ 

* Lado’ means ‘side’; ‘ por un lado’ is ‘on one side.’ 

* Despejar’ is a verb signifying ‘to remove, to clear away’ things 
which impede, such as obstructions and impediments. 

* Despejarse’ (note the ‘se’) means ‘to cheer up’ and ‘to become 
clear’ when speaking of weather. 

* Despejado’ is an adjective signifying ‘smart, quick, sagacious,’ 
and also ‘ clear.’ 

* Debiendo’ is the present participle of ‘ deber,’ meaning ‘ to owe’ ; 
it also means ‘to have to, to be obliged to,’ and is therefore in 
English variously translated as ‘must, ought,’ etc. I have 
translated it ‘having to’ because we may not say ‘ musting to’ 
or ‘oughting to.’ I might, however, have written ‘being 
obliged to.’ y 

Suele’ is the third person singular of ‘soler,’ meaning ‘to be 
accustomed ’ to do a thing, so that in a past tense one might 
translate it by ‘used to.’ Another equivalent would be ‘to be 
in the habit of.’ This verb is followed by an infinitive. 

* Igualmente que’ I have translated by ‘equally with,’ but other 
expressions would have rendered the text equally clear, such as 
‘just like’ or ‘the same as.’ 

‘ Caida’ is ‘ fall’ (noun), being derived from the verb ‘ caer,’ to fall, 

* Ventisquero’ is a ‘glacier.’ Other useful names among Nature’s 
works are— 


97 


- 
‘ 


Los astros = The stars Laerupcién = The eruption. 
(generally). El hielo = The ice. 

E! cielo = The sky. La nieve = The snow. 

El cometa! = The comet. El valle = The valley. 

La estrella = The star. La roca = The rock. 

La naturaleza = Nature. El polvo = The powder, 

El planeta! = The planet. dust. 

El sol = The sun. La piedra = The stone. 
La salida del = The sunrise. EF ecuador = The equator. 
sol El! desierto = The desert. 
La puesta del = The sunset. El pais = The country. 
sol La arena = The sand. 
La tierra = The earth. El clima = The climate. 

La colina = The hill. EI rocfo = The dew. 

La montafia <= Themountain. La bruma = The mist. 

El lago = The lake. La niebla = The fog. 

La isla = The island. El granizo = The hail. 

El norte = North. El trueno = The thunder. 
El sur = South. El terremoto = The earth- 
El este = East. quake. — 
El oeste = West. El relampago = The lighining. 
El eclipse = The eclipse. 





1 These are masculine, though ending in ‘a.’ 


98 THE SEVENTH LESSON 


A STORY 


Dos muchachos que jugaban al pié de un nogal, hallaron 
en el suelo una nuez que se habia caida del Arbol. 

“Es mfa,” dijo uno de ellos, “ pues yo he sido él que la 
he visto primero.” 

“No,” respondié el otro, “es mfa, porque yo he sido él 
que la he recogido del suelo.” 

No pudiendo ponerse de acuerdo respecto al legitimo 
duefio de la nuez, ya estaban dispuestos & disputarsela 4 
golpes, cuando un joven que pasaba, habiéndose enterado 
del motivo de la querella, cogié la nuez, la partiéd y ponién- 
dose en medio delos muchachos, les dijo, “ Yo voy & poneros 
de acuerdo ; la mitad de la cAscara pertenece al que la vid 
primero y la otra mitad al que la recogié del suelo. Respecto 
& la nuez, yo me la guardo en pago de la decision que he 
dado. Este es,” anadié riendo, “el resultado usual de 
todos los pleitos.” 


Translation 


Two boys who were playing at the foot of a walnut-tree 
found on the ground a walnut that had fallen from the tree. 

“ It is mine,” said one of them, “ since (for) I have been 
he who have seen it first.” 

* No,” replied the other, “it is mine, because I have been 
he who have gathered it from the ground.” 

Not being able to put themselves in accord respecting 
the legitimate owner of the nut, already they were disposed 
to dispute it with blows, when a young man who was 
passing, having informed himself of the motive of the 
quarrel, took the nut, separated it, and, putting himself 
between the boys, said to them, “I am going to put you 
in accord; half of the shell belongs to him who saw it 
first and the other half to him who gathered it from the 


THE SEVENTH LESSON 99 


ground ; regarding the nut (the inside), I am keeping it 
to myself in payment for the decision that I have given. 
This is,” he added laughing, “ ‘ the usual result of all 
law-suits.” 


Notes 

‘ Jugar’ means ‘ to play.’ 

‘ Al pié de’ means ‘ at the foot of®; note the contraction of ‘ 4 el’ 
into ‘ al’ 

* Hallar’ means ‘to find.’ 

* El suelo’ means ‘ the ground.’ 

* Caer’ meer ‘ to tall.’ 

* El que’ means ‘he who’ or ‘that one which.’ 

* Coger’ means ‘to catch, seize’ ; and 

Recoger’ means ‘to take back’ and also ‘to gather, to collect.’ 

* Pudiendo’ is the present participle of ‘ poder’ (to be able). 

* De acuerdo” signifies ‘in accord.’ 

* Dispuesio” is the past participle of ‘disponer,’ meaning ‘to 
dispose’; also ‘to arrange, prepare.’ 

* Disputarsela’ means ‘ to dispute among themselves about it.’ 

* Disputar’ means ‘to question, contend in argument.’ 

* Un golpe’ means ‘ a blow, a knock.’ 

* Enterar’ means ‘ to acquaint, inform’ ; and 

‘ Enterarse’ will therefore signify ‘to inform oneself,’ or, as we 
might say, ‘to get to know.’ 

* Partir’ means ‘ to divide, separate, part.’ 

‘ El medio’ means ‘the middle.’ ‘ En medio de’ will therefore 

signify ‘in the middle of.’ In this instance, I have translated 

it by ‘ between.’ 

‘Os’ means ‘ you.’ This is the form of the Accusative and Dative 
of the second person plural. 

‘ Pertenecer’ means ‘to belong’; also ‘to appertain.’ 

* Respecio 4’ means ‘ with respect to’ or simply ‘ as regards.’ 

* Guardar’ means ‘ to keep.’ 

‘En pago de’ means ‘in payment of.’ The verb ‘to pay’ is 
* pagar.’ 

‘ Anadir’ means ‘to add.’ 


CONVERSATIONAL MATTER 
A quién desea Vd. ver? = Whom do you wish to 
see ? 
Deseo ver 4 mi tio = I wish to see my uncle. 


100 THE SEVENTH LESSON 


Pero no est aqui su tio! = But your uncle is not 

here ! 

Donde esté, entonces? = Where is he, then? 

No sé, pero hace veinte = Idon’t know, but twenty 
minutos le vi cruzar la minutes ago I saw him 
calle crossing the street. 

Note.—In expressing ‘ time ago’ the word ‘hace’ is used— 
Hace doshoras = Two hours ago. 
Hace un mez = A month ago. 


Hace nueve ahos = Nine years ago. 


‘ Cruzar’ means ‘ to cross.’ 
* La cruz’ means ‘ the cross.’ 





Qué quiere Vd. hacer ? == What do you want to do ? 
Me gustaria mucho que- =I should very much like 
darme 4 comer con Vd. to stay to dine (lunch) 
with you. 
Note——Learn the following useful verbs, all beginning in 
aan ‘Quedar’ = To stay, stop. 
*‘Quemar’ = To burn. 
*‘Quebrar’ = To break. 
‘ Quejarse’ = To complain. 
*Querer’ = To wish, desire, wani. 
Hasta la vista ! } = Good-bye. 
Mi amigo monta 4 caballo = My friend goes riding 
casi todos los dias nearly every day. 


Note—‘ Montar 4 caballo’ is equivalent to the French ‘monter 
4 cheval,’ and signifies ‘ to ride on horseback.’ 


No es tiempo de volver 4 = Is it not time to return 


casa ? home ? 

Si, lo creo! = Yes, I believe so (it). 

Y tambien es hora de acos-= And, also, it is time to go 
tarse to bed. 


Note.—‘ Acostarse” means ‘to lie down, go to bed.’ 





1 Equivalent to the French ‘ au revoir!’ 


THE SEVENTH LESSON 101 


Me voy 4 acostar ! = Iam going to bed! 
Enciende Vd. la bugia! = Light the candle! 


Note.—* Encender’ means ‘ to light.’ 


Aytideme Vd. 4 desnu- = Help me to undress my- 
darme ! self ! 


Note.—* Ayudar’ means ‘ to help.’ 


* Desnudar’ means ‘to undress.’ 
* Nudo’ (adj.) means ‘ naked.’ 
* Nudo’ (noun) means ‘ knot.’ 


Donde esta el puente ? = Where is the bridge ? 
Queda’ 4 cinco minutos de = It is (stays) five minutes 
aqui from here. 
Cudnto se tarda’ 4 pié? += How long will it take on 
‘foot ? 
Le he dicho 4 Vd. ! = I have told you! 
Conoce Vd. al sefior Busta- = Do you know Mr. Busta- 
mante ? . mante ? 
No, pero sé donde habita = No, but I know where he 
lives. 
Habita lejos de aqui ? -= Does he live far from 
here ? 
O, si, muy lejos = Oh, yes, very far. 
Volveré 4 ver 4 Vd. =I shall come back and 
see you. 
Qué dia ? = What day? 
Lunes, talvez = Monday, perhaps. 


Now, before closing this chapter, let us learn the seasons, 
the days of the week, and the months of the year. 





! Notice the use of the verb ‘ quedar’ here; it is frequently 
used thus. 
* * Tardar’ actually means ‘to delay’ and ‘to put off’ 


102 THE SEVENTH LESSON 
La primavera = The spring. EI otofio 


El verano = The summer. El invierno 
Domingo = Sunday. Jueves 
Lunes = Monday. Viernes 
Martes = Tuesday. Sébado 
Miércoles = Wednesday 
Enero = January. Julio 
Febrero = February. 

= March. iembre 
Abril = il. Octubre 
Mayo = May. Noviembre 


CHAPTER X 
THe EiaguTra Lesson 


A STORY 


YENDOo un dia de caza, el Rey de Espafia, Carlos IV., se 
extravié por los bosques y, como tenia mucha hambre, 
entré en una pobre choza, donde se comié para cenar dos 
huevos estrellados. 

“Cuanto te debo? ” pregunté luego 4 la mujer que le 
servia. ; 
“Dos mil reales, Sefior,” contesté la astuta campesina. 

““Demonio! Que raros serén los huevos en este 
pais!” 

“* No, Sefior,” replic6 ella, sonriéndose, “lo rarisimo es 
ver al Rey comer en nuestra cabafia.” 


Translation 

Going (along) one hunting-day, the King of Spain, 
Charles IV., lost his way through (in) the woods, and, as he 
was very hungry, he entered (into) a poor hut (cottage), 
where he ate two poached eggs. 

“How much do I owe thee ? ” he asked presently (to) 
the woman who served him. 

“Two thousand reales,’ sir,” answered the astute 
countrywoman. 

“The deuce! How rare will be eggs in this country ! ” 

_ No, sir,” she replied, smiling, ‘‘ the most rare (rarest) 

thing is to see the King eating in our hut (poor cottage).” 


2 A Spanish coin. 





104 THE EIGHTH LESSON 


Notes 
‘ Yendo’ is the present participle of ‘ ir.’ 
*‘ Caza’ means ‘ the hunt, chase.’ 
‘ Extraviar’ means ‘to mislead’ ; and 
‘ Extraviarse’ signifies ‘to lose one’s way.’ 
* El bosque’ means ‘the wood, forest, grove.’ 
* La choza’ means ‘a humble cottage.’ 
‘ Cenar’ means ‘ to sup, to have a meal.’ 
‘ Estrellar’ means ‘to dash to pieces’ and ‘to confound.’ 
‘ Estrellado,’ the past participle of the above, means ‘ starry’ ; and 
* Huevos estrellados’ means ‘ poached eggs.’ 
‘, Luego’ means ‘ presently.’ 
* Contestar’ means ‘to answer, reply.’ 


‘ El demonio”’ means ‘the demon.’ It is here used as an ex- 
clamation. 


‘ Replicar’ means ‘to reply.’ 

‘ Sonreirse’ means ‘to smile.’ Notice that it is reflexive. 
* Rarisimo’ is the superlative of ‘ raro.’ 

* Cabatia’ means ‘a small cottage’ or ‘a hut.’ 


APPEARANCES ! 


Cuando es de noche, parecen las estrellas en el cielo. 
De dia hay también estrellas, pero la luz del sol no las 
deja resplandecer para nosotros. Cuando el sol se pone, 
va 4 alumbrar otros paises. No se mueve él, sino la 
tierra. Cuando vamos en un carruaje muy de prisa, nos 
parece que los Arboles caminan hacia atrés; del mismo 
modo, como nos movemos con Ja tierra, nos parece que €l 
sol muda de lugar. Muchas cosas parecen verdades y no 
loson. Por eso se dice que “las apariencias nos engafian.” 


Translation 
When it is night, the stars appear in the sky. By day 
there are also stars, but the sun’s light does not let them 
shine for us. When the sun sets it goes to illuminate other 
lands. It does not move, but the earth (moves). When we 





1 ‘Las apariencias’ (accentuated on the syllable ‘en’). This 
extract is from ‘ Mantilla.’ 


THE EIGHTH LESSON 105 


go, in a carriage (car), very fast, it seems to us that the trees 
are journeying backwards (towards behind) ; in the same 
manner, as we are moving (move) with the earth, it seems 
to us that the sun changes place. Many things appear 
truths and are not (it, so). Through this (therefore) it is 
‘said that “ appearances deceive us.” 


Notes 


* De noche’ means ‘ by night’ or ‘in the night-time.’ 

* Parecer’ means ‘ to appear, seem.’ 

* De dia’ means ‘ by day’ or ‘in the day-time.’ 

* Dejar’ means ‘ to leave, let’ and ‘ to allow.’ 

* Resplandecer’ means ‘to shine, gleam, glitter. 

* Para nosotros’ means ‘for us.’ In the sense that we do not see 
the stars. 

* Poner ’ is the verb ‘ to put, place.’ 

* Ponerse’ in reference to the sun signifies ‘ to set.’ 

* Alumbrar’ means ‘to light’; it also signifies ‘to enlighten.’ 

* Mueve’ is derived from ‘ mover,’ meaning ‘to move.” 

* Sino,’ meaning ‘ but,’ is used after a negative. 

* De prisa’ means ‘ quickly’; and 

* Muy de prisa’ signifies ‘ very quickly.’ 

* Hacia atras’ means ‘ backwards.’ By itself ‘hacia’?! signifies 
‘towards ’ and ‘ atras’ ‘ backwards.’ 

* Mismo’ means ‘same.’ When used with a pronoun it signifies 
‘self,’ as, for instance, ‘ Yo mismo’ (I myself). 

* Mudar’ means ‘to change, vary, alter.’ 

* El lugar’ means ‘the place, the situation.’ 

* La verdad’ means ‘the truth.’ 

* Enganar’” means ‘to deceive.’ 


AN ANECDOTE 7 
Decia un andaluz, “‘ Conoci 4 un hombre tan alto, tan 
grueso, y que pesaba tanto que cuando se murié tuvieron 
los supultureros que hacer dos viajes para llevarlo al 
cementerio.” 





1 Do not confuse words which, in Spanish, are spelled alike but 
which have a different signification, such as ‘hacia’ (towards) 
and ‘ hacia’ from the verb ‘ hacer.’ 


106 ‘ THE EIGHTH LESSON 


Translation 


Said an Andalusian, “I knew a man so tall, so corpulent 
(fat), and who weighed so much that when he died the 
bearers had to make two journeys to carry him to the 
cemetery.” 


Notes 

* Grueso’ means ‘ fat’ (of a human being). 

* Pesar’ means ‘to weigh ’; and 

‘ El pesar’ signifies ‘ sorrow, grief.’ 

‘ Morir’ alone means ‘to die’; and 

* Morirse’ signifies ‘to die’ ond alee ‘to go out’ in the sense of 
‘to be extinguished.’ 

* Tuvieron’ is derived from ‘tener,’ and ‘tener que’ means ‘to 
have to. 

* El viage’ means ‘a journey’; and 

* Viajar ’ is the verb ‘ to travel.’ 

‘ Llevar’ means ‘to carry” and also ‘to wear,’ like the French 
* porter.’ 


AN AMUSING EPITAPH 


Yace aqui Bilis ... y se alegra 
Por no vivir con su suegra. 


Translation 


Here lies Bl4s . . . and rejoices 
Through not living with his mother-in-law. 


Notes 


* Yace’ is derived from ‘ yacer,’ meaning ‘ to lie.’ 
* Alegrarse” means ‘to sepeice, 
‘Por no vivir’ is literally ‘through, by not to live’; freely it 
becomes, ‘ Because he en’t diving with his mother-in-law.’ 
‘ Suegra’ means ‘mother-in-law’; the masculine is ‘suegro.’ 
Other human relationships and their intimate connections are}— 





1 The feminine is generally formed by substituting ‘a’ for ‘o’ 
at the end of nouns. 


THE EIGHTH LESSON 


El celibato = The bachelor. 

El viudo = The widower. 

El huérfano = The orphan. 

El entierro ‘= The funeral. 

La familia = The family. 

El abuelo = The grand- 

"bes 

El hijo = The son. 

El nieto = The grandson 

El sobrino = The nephew. 

El primo = The cousin. 

El marido = The husband 
(esposo) 

La mujer = The wife. 
(esposa) 

Los gemelos = The twins 


El yerno 


The senses are— 


La vista = Sight (verb ‘ ver ’). 
El oido = Hearing (verb* oir’). 
El olfato = Smell (verb ‘ oler’). 


107 
La nuera = The ae 
in- 
El cufiado = The gor 
in-law. 
La cufiada = The sister-in- 
law 


E) matrimonio = The marriage. 
El prenombre = The Christian 


name. 
Los esponsales = The betrothal. 
La sociedad = The society. 
El divorcio = The divorce. 
Elciudadano = The citizen. 
La vejez = The old age. 
La juventud = The youth 

( ; 
E] nacimiento = aie Sith 
La muerte = Death 


El gusto = Taste(verb ‘ ). 
El tacto = Touch (verb ‘ tocar’). 


The principal psychological terms are— 


La afecién = Affection. 
Laambicién = Ambition. 
La amistad = Friendship. 
E) amor = Love. 
La audacia = Audacity. 
La bondad = Goodness. 
El carécter = Temper (the 
temper). 
La célera Anger. 


La compasién = Compassion. 
._Laconducta = Conduct, be- 
haviour 


La confianza = Confidence. 
La conciencia = Conscience. 


El temor = Fear. 

El crimen = Crime. 
Lacrueldad = Cruelty. 
La curiosidad = Curiosity. 
El disgusto = Disgust. 
El despecho = Spite. 


La desespera- = Despair. 
cién 

El deshonor = Dishonour. 

El *- 


deseo = Desire 

La dignidad = Dignity 

La discreci6n = Discretion. 

El dolor ? = Pain, ache. 

La duda = Doubt. 

Elentusiasmo = Enthusiasm. 

La envidia = Envy. 

La esperanza = Hope. 

La altivez = Pride, haughti- 
ness. 

La‘adulacién = Flattery, adu- 
lation. 

La fé* = Faith. 

La franqueza = Frankness. 

La alegria = Joy, gaiety 

La gula = G Y, 
greediness 





- 1 *E) bisabuelo’ means ‘the great- -grandfather.’ 
2 * El dolor de cabeza’ means ‘headache.’ 
3 * 4 fe mia!’ means * Upon my faith, honour!” 


108 THE EIGHTH LESSON 


El odio = Hatred. El miedo = Fear (vide 
El honor = Honour. *‘ temor ’). 
La vergiienza = Shame. La conmis- = Pity, com- 
Laignorancia = Ignorance. eracién 1 miseration. 
La imaginacién = Imagination. EI placer = Pleasure. 
La impudencia = Impudence. La cortesia = Politeness. 
La indignacién = Indignation. La previsi6n = Foresight. 
Lainocencia = Innocence. La prudencia = Prudence. 
La insolencia = Insolence. El pudor = Shame, mod- 
La inteligencia = Intelligence. esty. 

E] interés = Interest. La gratitud = Gratefulness. 
La cobardia = Cowardice. El remordi- = Remorse. 

La libertad = Liberty. miento 

La memoria = Memory. La simplicidad = Simplicity. 
El desprecio = Contempt. El cuidado = Care. 

La modestia = Modesty. La necedad = Foolishness. 
La incuria = Carelessness. La sospecha = Suspicion. 
El orgullo = Pride. La tristeza = Sadness 

La pereza = Laziness. La vanidad = Vanity. 

La pasién = Passion. La venganza = Vengeance 
La paciencia = Patience. La verdad = Truth. 


El pensamiento = Thought. 


A JOKE 


“Dime, hijo! Un hombre se cae al suelo desde un 
tejado y otro desde una silla. 4 Cual es el que se hace més 
dafio?” ? . 

“Hl segunda, si la silla est4 en el tejado.” 


Translation 


“Tell me, son! A man falls to the ground from a 
roof (tiled-roof) and another from a chair. Which is he 
who hurts himself most 2?” 

‘* The second, if the chair is on the roof.” 


Notes 


* Caer’ means ‘to fall.’ Note the reflexive ‘ se.’ 

* Desde’ meaning ‘ since’ (of time) also signifies ‘from’ (of place). 
* Dario’ means ‘hurt, harm.’ 

* Tejado’” means ‘ tiled-roof ” or simply ‘ roof, 





* Note that, in Spanish, one finds ‘conm-’ where in English 
the ‘mm’ occurs. 
* Note the mark of interrogation also at the beginning. 


THE EIGHTH LESSON 109 
A CHESTNUT 


** ; Tienes en clase buen sitio ? ” 1 
“El mejor, papa—cerca de la estufa ! ” 


Translation 


“Have you (hast thou) a good position in the class 2 ” 
‘The best, papa—near the stove ! ” 


A RIDDLE (IN VERSE) 
Dicen que soy rey 
Y¥ no tengo reino.€7¢/na ) 
Dicen que soy rubio 
Y no tengo pelo. 
Afirman que ando 
Y no me meneo., 
Arreglo relojes 
Sin ser relojero. 


Translation 
They say I am king 
And I have no queen. ( “ysom ) 
They say I am “ ginger ’’ (reddish) 
And I have no hair. 
They affirm that I walk (go) 
And I do not move about. 
I regulate watches 
Without being (a) watchmaker.* 


Notes 
‘ Rubio’ means ‘ reddish ’ or ‘ red.’ 
* Afirmar’ meaning ‘ to affirm,’ also signifies ‘ to secure, strengthen.’ 
** Menear’ means ‘ to move from place to place.’ 
* Arreglar’ means ‘to regulate.’ 


1 Note the two marks of interrogation. 
* The answer is ‘el sol’ (the sun). 





110 THE EIGHTH LESSON 


A STORY 


_ Cuando Boabdil, ultimo rey moro de Granada, se vid 
obligado 4 abandonar & Espajia, terminada la guerra de la 
Reconquista, se detuvo en la cumbre del monte Padul. 

Desde aquel elevado sitio, descubriase Granada, la Vega 
y el rio Jenil, 4 orillas del cual se elevaban las tiendas de 
campafia del ejercito de los Reyes Catélicos, Fernando é 
Isabel. A la vista de tan bello pais, que iba & abandonar 
para siempre, Boabdil no pudo contener su emocion, y 
silenciosas l4grimas corrieron por sus mejillas. La sultana 
Aixa, su madre, que le accompafiaba en su destierro con 
los nobles que en otro tiempo componfan su brillante corte, 
le dijo, “ Llora, llora, como una débil mujer, la pérdida de 
un reino que no has sabido defender como hombre.” 

Pocos momentos después la hermosa Granada, tltimo 
baluarte de la dominacién 4rabe en Espaiia, desaparecia 
de su vista para siempre. Desde entonces aquel sitio se 
llamé6 y se llama atin hoy, “ El Suspiro del Moro.” 


Translation 


When Boabdil, last Moor king of Granada, saw himself 
obliged to abandon Spain, the war of the Reconquest 
being ended, he tarried on the summit of (the) Mount Padul. 

From this elevated spot revealed themselves Granada, 
the Vega, and the river Jenil, on the banks of which rose 
the tents of the army of the Catholic Rulers, Fernando and 
Isabel. 

‘At the sight of such a lovely country, that he was 
going to (was about to) abandon for ever, Boabdil could 
not contain his emotion, and silent tears ran down his 
cheeks. The “ Sultana ” Aixa, his mother, who was accom- 
panying him in his exile with the nobles who in another 
time (in other days) composed his brilliant court, said to 
him, “ Weep, weep, like a weak woman (for) the loss of a 


THE EIGHTH LESSON 111 


kingdom which thou hast not known how to defend like a 
man!” 

A few minutes after the beautiful Granada, last bastion 
of the Arab domination in Spain, disappeared from his 
view for ever. Since then that place was called, and even 
to-day is called, “‘ The Sigh of the Moor.” 


Notes 


‘ Terminada la guerra,’ etc. In this phrase, the participle must be 
understood as meaning ‘ being ended.’ Notice particularly the 
construction in Spanish. 

* Detener’ means ‘ to detain,’ and 

* Detenerse ’ signifies ‘ to detain oneself’ or ‘ to tarry.’ 

* Descubrir’ means ‘to discover, uncover, reveal’ ; and 

* Descubrirse’ may be translated as ‘to reveal oneself.’ 

‘ La tienda’ may mean either ‘the shop’ or ‘the tent.’ 

* La orilla’ means ‘ the bank’ of a river ; and 

‘ El banco’ means ‘ the bank ’ of commerce. 

* Los reyes,’ literally meaning ‘the kings,’ here signifies ‘ rulers,’ 
both the king and the queen. 

* Correr ’ is the verb ‘ to run.’ 

‘ La mejilla’ means ‘ the cheek.’ 

* Componer’ means ‘to compose.’ 

‘ Llora’ from the verb ‘ Uorar’ (to weep) means ‘ Weep!’ ayo 
tive). In the foregoing story it must be translated ‘ Weep 
for!’ or, in one word, ‘ Bewail!’ which is equivalent. 

‘ Débil’ means ‘weak. Notice that the masculine and feminine 
forms are identical. 

* Llamarse’ means ‘ to call itself’ or ‘ to be called.’ Notice that the 
reflexive form in Spanish may be translated by the passive form 
in English. 

* Atin’ means ‘ even.’ 


The Principal Parts of the Body, etc. 


La salud = The health. El suefio = “ye sleep, 
Transpirar = To perspire, eam. 
. enedl. EI hi = The hiccough. 
Latranspira- = The perspira- Gritar = To cry out, 
cién tion, sweat. shout. 
Suspirar = To sigh. Bostezar = To yawn. 
El suspiro = The sigh El cadaver = The corpse. 


Sofar = To sleep. La sangre 


112 


La cabeza 

El cerebro 

La frente 

El brazo 

La pierna 

La mano 

El pié 

El cuerpo 

El pecho 

El est6mago 

El hueso 

El esqueleto 

Los cabellos 
(plur.) 
ojo 

La mejilla 

La nariz 

La oreja 

La ceja 

El parpado 

La pestafha 

La rodilla 

Los nervios 

El misculo 


Lii dk bb add deed 


| | 


\ 


THE EIGHTH LESSON 


The head. La carne 
The brain. 
The forehead El piel 
The arm. El corazén 
The leg. 
The hand 
The foot. 
The bo El higado 
The breast Los pulmones 
The stomach La espalda 
The bone. La costilla 
The skeleton El vientre 
The hair. El cuello 
La boca 
The eye El codo 
The cheek El dedo 
The nose La ufia 
The ear. 
The eyebrow El pulgar 
The eyelid La lengua 
The eyelash El labio 
The knee. El diente 
The nerves. Respirar 
The muscle Sollozar 


= The flesh (also 
*‘ meat’). 
= The skin. 
= The heart 
° (Pron. 2% 
like ‘th’ in 
English). 
= The liver. 
The lungs. 
The shoulder. - 
The rib. 
The belly. 
The neck. 
The mouth. 
The pre 
The er. 
The aa (of 
finger or toe). 


riurd dd add 


CHAPTER XI 
THE NintH LEsson 


In this chapter, for the sake of fostering interest, I intend 
to begin with a further selection of conversational matter 
which, as before, must be experimented upon by the 
student, new words being substituted for those given. 
Here is an instructive way of practising upon a sentence : 
Let us choose such an English one as ‘I am going to 
town.’ If we were teaching a foreigner, we might give him 
the following variations— 


Present: ‘Iam going to town to-day.’ 

Past: ‘Iwas going to town yesterday.’ 

Future: ‘T shall be going to town to-morrow.’ 

Conditional: ‘I should be going to town, if——.’ ! 
According to the sense, we might continue thus— 

Present: ‘I often go to town.’ 

Past: ‘I often went to town.’ 

Future: ‘I shall often go to town.’ 

Conditional: ‘I should often go to town, if ——.’ 4 

Still further varying the meaning, we might continue 
indefinitely. Here, again— 

Present: ‘ When I go to town ——.’ 

Past: ‘ When I went to town ——.’ 

Future: ‘ When I (shall) go to town —.’ 

Conditional: ‘If I should go to town ——.’? 


This is how the student must work and form new 
phrases and sentences for himself if he wishes to attain 





1 Here, some reason or condition would follow. 
I 


114 THE NINTH LESSON 


fluency in any language whatever. To some students it 
may appear to be a very tiresome process, yet it ought not 
to breed discouragement, since it advances them upon their 
way. Both the analytic and synthetic methods must be 
practised if one wishes to make sure and steady progress. 
Therefore, it behoves one nct only to read passages with 
the help of grammar and dictionary, but also to form 
sentences also with their help. The second is naturally the 
more difficult process, since both declensions and con- 
jugations must be known with their respective irregularities. 
In language-study the predominant factor is undoubtedly 
patience ; let the student of foreign idioms cultivate it. 
The reward is sure, and indeed worthy of attempt. 


CONVERSATIONAL MATTER 
Cudntos habitantes tiene = How many inhabitants 


Espafia ? has Spain? 

No sé exactamente, pero = I don’t know exactly, but 
creo que tiene unos diez y I believe above seven- 
siete milliones teen millions. 


Tiene Vd. un despacho = Have you a big office? 
grande ? 
Mi despacho es un cuarto = My office is a room, not 


poco elegante pero uno de very elegant, but one 
los més agradables del - of the most agreeable 
piso on the floor (storey of a 
building). 
El hablé sabia y elocuente- = He spoke learnedly and 
mente eloquently. 
Notes 


* Unos diez y siete milliones’ means ‘some seventeen millions.’ 

* Poco eleganie’ means ‘ not very (little) elegant.’ 

‘ Sabia,’ ifalone as an adverb, would have been‘ sabiamenie.’ When 
two adverbs, formed from adjectives, come together in the same 
sentence, as above, the first need not take the suffix ‘ -mente.’ 


THE NINTH LESSON 115 


Mientras la mujer lloraba, = Whilst the woman ‘was 


el soldado refa weeping, the soldier 
é was laughing. 

En caso que yo esté ausente = In case I be absent when 
cuando venga su hermano your brother comes, 
de Vd., digale que vuelvo tell him that I am 
al momento ! returning at once! (in 

&@ moment) 
Notes 


* Mientras’ means ‘ whilst.’ 
‘ Esté’ and ‘venga’ are subjunctives with ‘en caso que” and 


* cuando.’ 

j Que mal tiempo hace hoy ! = What bad weather it is 
to-day ! 

Si, pero haré peor mafiana = Yes, but it will be worse 
to-morrow. 

Ha venteado! toda la noche = It has blown (been blow- 

| ing) all night ! 

Si, y esta lloviendo ahora = Yes, and it’s raining 

now. 


-Habiéndome paseado toda = Having walked all the — 
la mafiana, tengo ganas morning, I have a 


de comer great desire to eat. 
Qué tiene Vd. ganas de = What do you wish to 
comer ? eat? 
No mucho; un poco de = Not much; a little meat 
carne con pan -with bread. 


Se dice que la virtud es = It is said that virtue is 
mejor que el dinero, pero better than money, 
no todos.lo piensan but not all think so 

(it). 





4 * Veniear’ means ‘to blow’ with reference to the wind. 


116 THE NINTH LESSON 
Después de haber ofdo al = After having heard the 


orador, quién hablé clara- orator, who spoke 
mente, pregunté su clearly, I asked his 
nombre, y me dijeron name, and they told 
que era el Sefior Rivera me that it was Mr. 
Rivera. 
Habla bien este sefior ! = He speaks well ! 
Un paseo tan corto le ha = So short a walk has 
fatigado ya ? already tired him (her)? 
Si, me ha fatigado tambien ! = Yes, and it has also tired 
me! 
Est& Vd. causado ? = Are you tired? 
Si, estoy muy causado = Yes, I’m very tired. 
A que hora quiere Vd. = At what time will you 
, comer ? | eat ? ; 
A la hora de costumbre, si = At the usual time, if you 
quiere ! like ! 
Prefiero comer una media = I prefer to eat half an 
hora mas tarde, yo ! hour later, I do ! 
Notes 


* Si quiere’ means ‘if you wish, like.’ 
‘ Yo” at the end of such a sentence signifies ‘me’ or ‘I do’ as. 


above. Literally the whole may be translated, ‘ For myself, I 
prefer to eat half an hour later.’ 

Este libro tiene el mismo = This book is the same 
tamafio que el otro size as the other. 


Notes 
* Mismo’” means ‘same.’ 
‘ El tamano’ means ‘the size.’ 


Sabe Vd. donde vive el-= Do you know where Mr. 
Sefior Torres ? Torres lives ? 


THE NINTH LESSON 117 
Sé que vive en esta calle, = I know that he lives in 


pero no recuerdo el nii- this street, but I don’t 
mero remember the number. 
Es casado ? = Is he married ? 
No estoy seguro, pero creo = I’m not sure, but I be- 
que no ! lieve not. 
Notes 


* Recuerdo’ is derived from ‘ recordar,’ meaning ‘ to remind, remem- 
ber.’ There .is another verb, used refiexively, ‘ acordarse,’ 
meaning both ‘to come to an agreement’ and ‘to remember.’ 

‘Creo que no!’ means ‘I believe not’ or ‘I don’t believe so.’ 
Similarly ‘ creo que st’ would be ‘I believe so!’ or ‘yes, I believe 
ro ete 


AN EPIGRAM 
“4 Qué hacias ? ” dijo Beltran 
A su mozo Juan Tabaco. 
* Nada, sefior.”—“‘ ; Y ta, Paco ? ”— 
* Yo estaba ayudando 4 Juan!” 
Translation 


“What art thou doing ? ” said Beltran 
To his servant Juan Tabaco. 

“ Nothing, sir.”—‘‘ And thou, Paco ? ”— 
“*T was helping John!” 


THREE RIDDLES (Tres adivinanzas) 
1. 4 En qué se parecen un guardia civil y un arco iris ? 
Ambos son signos de paz, y aparecen tras una tor- 
menta, genera]mente. 
Translation 


In what resemble (each other) ! a civic guard (police- 
man) and a rainbow ? 





1_*Parecer’ means ‘to appear, seem,’ and the reflexive form 
‘ parecerse ’ means ‘to be like’ or ‘ to resemble.’ 


118 THE NINTH LESSON 


Both are signs of peace, and appear after a storm 
(disturbance), generally. 

2. 4 Qué es lo primero que hizo Napoleén cuando 
cumplié los treinta afios ? 

Entrar en los treinta y uno ! 

Translati 

What is the first (thing) that Napoleon did when he 

completed his thirty years (when he became thirty years 


old) ? 
To enter into his thirty-first (year) ! 


3. 4 En qué mes hablan menos las mujeres ? . 
En el de Febrero ! 


Translation 


In what month do women least speak ? 
In that of February ! # 


Notes 
Ambos’ means ‘ both’; the feminine form is ‘ ambas.’ 
* Hizo’ is the past definite of ‘ hacer.’ 
Cumplié’ is derived from ‘ cumplir,’ meaning ‘to fulfil.’ Hence 
* when he fulfilled his thirty years.’ 


PROVERBS (Refranes) * 
Dime con quién andas, y te = Tell me with whom thou 
diré quién eres ! goest and I will tell 
thee who thou art ! 
_ Nadie se muere hasta que = Nobody dies until God 


Dios quiere ! wishes. 
El hombre propone ——- y = Man _ proposes —— and 
Dios dispone ! God disposes ! 





1 Because February has the least number of days. 
* * Proverb’ in Spanish is ‘ el refran.’ 


THE NINTH LESSON 119 


El habito no hace al monje ! = Clothes do not make the 
priest ! (monk) 


El tiempo es oro ! = Time is money! 

Mala hierba nunca muere! = Weeds never die ! 

De noche todos los gatos = At night all cats are 
son pardos ! gray ! 

Una golondrina no hace el = One swallow does not 
verano ! make a summer ! 

A buen entendedor pocas = To a good hearer, a few 
palabras bastan ! } words suffice ! 


Mas vale tarde que nunca ! * = Better late than never ! 
Tanto va el céntaro 4 la = The pitcher goes so much 
fuente que por fin se to the fountain (well) 


quiebra ! ° that, in the end, it 
breaks ! 
Al hierro caliente—batir de = Strike whilst the iron is 
repente ! hot ! 
De la mano & la boca se = There’s many a slip be- 
pierde la sopa ! twixt the cup and the 
lip ! 
La caridad empieza por uno = Charity begins at home ! 
mismo ! (by oneself) 
Mas vale un pajaro en la = A bird in the hand is 
mano que ciento volando ! worth two in _ the 
bush ! ‘ 
Notes 


* Andas’ is from ‘ andar. 

* Muere’ is from ‘ morir’ (to die). 

* Proponer ’ and ‘ disponer’ each contain the verb ‘ poner,’ 
* Batir’ means ‘ to beat, strike.’ 





“1 * Bastar’ means ‘ to suffice, to be enough.’ 
2 * Valer’ means ‘ to be worth.’ 
3 * Quebrar’ means ‘ to break.’ 
4 Literally ‘A bird in the hand is worth more than a hundred 


flying.’ 


120 THE NINTH LESSON 


‘ El céntaro’ means ‘a pitcher, water-pot.’ 
* La fuente’ means ‘ fountain.’ 

* Por fin’ means ‘in the end, at last.’ 

* De repente’ means ‘ suddenly.’ 


E] refran dice que nadie es = The proverb says that 
profeta en su patria lo nobody is a prophet 
cual seria verdad sin los in his (own) country, 
ejemplos contrarios which would be true | 

without (if it were not 
for) the exceptions. 


AN ANECDOTE 


Pregunté un dia un inspector 4 un alumno, “4 En 
donde estaba Dios ? ” 

Y le contestd el avispado chico “ Decidme primero, 
sefior, en donde no esté, y os diré despues en donde se 
halla !” 


Translation 


An inspector asked a pupil one day, “‘ Where God was ?” 

And the sharp youngster answered, “ Tell me first, sir, 
where He is not, and I will tell you then where He is 
(is to be found) | ” 


- Notes 
* Hallar’ means ‘ to find.’ ; 
* Hallarse’ means ‘to find oneself, itself,’ or ‘to be found.’ 


AN ANECDOTE 


Hallaron tres hombres un tesoro; mas como no satis- 
faciese el hambre que les acostaba, enviaron 4 uno de ellos 
& un pueblo vecino para que trajese algo de comer. 

Cuando hubo comprado la comida el enviado, dijo 
para sf, “Si la enveneno, moriraén sin duda mis dos com- 
pafieros, y el tesoro seri mio por entero.” Y la envenend ! 


THE NINTH LESSON 121 


Entretanto hablaban los otros dos hombres de esta 
manera: ‘Si le matamos cuando llegue, el tesoro serA 
de los dos tinicamente.” Y le mataron! 

Comieron en seguida de lo que les habia traido y 
murieron igualmente, tanto que el tesoro quedo sin duefio. 


| Translation 


Three men found a treasure; but as the hunger which 
troubled them remained unsatisfied, they sent one of 
themselves to a neighbouring village so that he might 
bring something to eat. 

When the messenger (the sent-one) had bought the food, 
he said to (for) himself, “ If I poison it, my two companions, 
no doubt, will die, and the treasure will be mine entirely.” 
And he poisoned it ! 

Meanwhile spoke (were speaking) the other two men in 
this manner : “‘ If we kill him when he arrives, the treasure 
will be for the two of us only (solely).” And they killed 
him ! 

They ate afterwards of that which he had brought 
them, and they died as well, so that the treasure remained 
without owner. 


Notes 


* Satisfacer’ means ‘to satisfy’ ; and 
* Satisfacerse’ means ‘to satisfy oneself.’ 
* Acosar’ means ‘ to molest,’ also ‘ to vex.’ 
‘ Trajese’ is the subjunctive imperfect of ‘ traer.’. 
‘ Para que’ meaning ‘in order that’ requires the subjunctive. 
* Para’ alone (without ‘ que ’) is followed by the infinitive as, ‘ para 
traer,’ meaning ‘in order to bring.’ 
‘ Algo’ means either ‘ something ’ or ‘ anything.’ 
* El enviado’ from ‘enviar’ (to send). It is the participle of 
the verb used as a noun. Therefore ‘ el enviado’ may be taken 
_ to mean ‘the sent-one’ or ‘the one sent.’ 


* Envenenar’ means ‘ to poison.’ i 
1 Or ‘as it did not satisfy the hunger which menaced them.’ - 





122 THE NINTH LESSON 


‘ Sin duda’ means ‘ without doubt.’ 
‘ Por entero” means ‘entirely’ or * wholly.’ 


* Entretanto’ means ‘ meanwhile’ 


* De esta manera” means ‘in this manner’ or ‘in this way.’ Y 
‘ Matar’ means ‘to kill’; hence the word ‘ matador’ of the bull- 


fight, meaning the ‘ killer.’ 


* Llegue’ from ‘ llegar’ (to arrive), subjunctive after ‘ cuando’ (an 
indefinite ‘ when,’ meaning ‘ whenever’ or ‘ at whatever time ’). 
The verb ‘ seguir’ means ‘to 


‘En seguida’ means ‘ afterwards.’ 


follow.’ 
* Igualmente’ means ‘ equally.’ 
in order to make sense. 


‘ Tanto que’ means ‘so that’ in this instance. 


Plant Lnfe 
La violeta = The violet. El castafio 
E] tulipa4n = The tulip. 
El girasol = The sunflower. La higuera 
La camelia = The camelia. El fresno 
E] lirio = The lily. El naranjo 
La rosa = The rose. 
El pensa- = The pansy. El ciruelo 
miento 

El crisantemo = The chrysan- El manzano 

themum. 
La lila = The lilac. ’ El peral 
El abedul = The birch. 
La haya = The beech. El lapulo 
El sauce = The willow. El] ananas 
La encina 
El roble } = The oak. El albaricoque 
El cedro = The cedar. 

Animal Life 

El leén = The lion. El lobo 
El tigre = The tiger La zorra 
El perro = The dog. E] burro 
El caballo = The horse La girafa 
El ciervo = The deer, stag. El elefante 
El conejo = The rabbit. El gato 
La liebre = The hare. El ratén 


I have translated it as ‘as well’ 


= The chestnut- 
tree. 

= The fig-tree.? 

= The ash. 

= The orange- 
tree.® 

= The plum- 
tree.* 

= The apple- 
tree.® . 

= The pear- 
tree.® 

= The hops. 

= The  pine- 
apple. 

= The apricot. 


= The giraffe. 
= The elephant. 
= The cat. 

= The mouse. 





1 *A chestnut’ is ‘una castafia.’ 


2° A fig’ is ‘un higo.’ 


3 * An orange’ is ‘ una naranja.’ 


4 <A plum ’ is ‘ una ciruela.’ 


‘A pear’ is ‘una pera, 


‘ An apple’ is ‘ una manzana.’ 


THE NINTH LESSON 123 


Bird Life 
La tértola = The dove. El cisne = The swan. 
La alondra = The lark. El cuervo = The crow. 
El buho = The owl. El gorrién = The sparrow. 
El ganso = The goose. La perdiz = The partridge. 
E] aguila = The eagle. El buitre = The vulture. 
El &4nade = The duck. El palomo = The pigeon. 
El faisan = The pheasant. _E! p4jaro = The bird. 

Fish Life 

Ei pescado = The fish. La sardina = The sardine. 
El salmén = The salmon. El pescado de = The sea-fish. 
La anguila = The eel. mar 
La trucha = The trout. El pescado de = The fresh- 
La caballa = The mackerel. agua dulce water fish. 
EI sollo = The pike. La ostra = The oyster. 


CHAPTER XII 


Tue TentTH LESSON 


Eacu of the following sentences should be studied with the 
utmost care, since they contain much that is useful. They 
have been specially selected because they contain examples 
of grammatical constructions which have already been 
shown. 

The subjunctive forms should be examined. 

It is simple enough to memorise words, but the con- 
struction of a sentence is much more difficult. In the first 
case, the accidence must be well learned; in the second, 
one must endeavour to enter into the spirit of the language, 
to accept its mannerisms without comment at first. Learn 
a phrase and turn it about by substitution. Then repeat 
it aloud with emphasis, again and again. That is the 
secret of fluent speech. 


CONVERSATIONAL MATTER 
Mi hermano quiere que = My brother wishes me to 


salga 1 con él! go out with him ! 
Tu padre suele? decir quees = Thy father is accustomed 
muy pobre to say that he is very 
poor. 
La hermana de mi amigo se = My friend’s sister smiles 
sonrie cada vez que me ve each time she sees me. 





1 * Salga’ from ‘ salir’ (to go out). It is the subjunctive form 
after a verb of ‘ wishing,’ ‘ desiring.’ 
* Suele’ from ‘ soler’ (to be accustomed, to be in the habit of), 


THE TENTH LESSON 125 


Mi primo dice que esta es la = My cousin says that this 
verdad y que el que dijere is the truth and that he 
lo contrario, mienté: who says (will say— 

Subj. fut. ) the contrary, 
lies. 

Quisiéramos hacer un viaje = We should like to make a 
& Espafia, pero cuesta journey to Spain, but it 


muy caro y como somos costs so dear and as 
pobres, hemos de renun- we are poor we have to 
ciar & él abandon it (renounce it). 
Quisiera que alguien me = I should wish that some- 
condujese 4 la ciudad ! one might conduct me 


to the town !! 
Me. gustaria mucho visitar = I should very much like 
4 Vd. to visit you. 
César vino, vid, y vencid! = Caesar came, saw, and 
: conquered ! 
Seria menester que Vds.=It would be necessary 
diesen la hospitalidad 4 for you to give hospit- 
-8u viejo amigo durante ality to your old friend 
unos dias 4 lo menos ! for a few days at least ! 
Hace algunos dias di mi = A few days agoI gave my 
retrato 4 mi amiga pero portrait to my lady 
no le gusté friend, but it didn’t 
please her.’ 
No me gusta este libro! § = I don’t like this book! 
Como relampagueaba mucho= As it was lightening very 


nos decidimos 4 no salir much we decided not 
to go out. 
Despues de habernos pasea- = After having walked four 
do cuatro horas tomamos hours we took a car- 
un coche para volverécasa §-_ riage to return home. 





4«*] wish someone would conduct me to the town.’ 
2 * She didn’t like it.’ 


126 THE TENTH LESSON 


No te atrevas jamdés4 hab- = Never dare (thou) to 


larme de esto ! speak to me of this ! 

Esté Vd. persuadido de que = Be sure that you will be 
siempre seré bien reci- always well received ! 
bido! 

He tomado un bajio y tengo = I have taken a bath and 
calor todavia ! I’m still warm ! 

Enrique Cuarto de Francia = Henry the Fourth of 
fué asesinado en mil France was assassin- 
seiscientos diez ated in one thousand 


six hundred and ten. 
‘ ; Tiene Vd. ‘ El Honor’ ?’ = ‘Have you ‘The Honour’ ?’ 
* ; Qué honor ? ” ‘ What honour ? ’ 
“El de Sudermann ’ ‘ Sudermann’s.’ 
“No le conozco 4 este = ‘I don’t know the gentle- 


I 


sefior ! man!’ 

‘Ni yo tampoco ! ’ = ‘Nor do I either!’ 

Hay hombres que saben = There are men who know 
ocultar en su interior to- (how) to hide in their 
dos los apuros que les interior all the griefs 
agobian y por fuera that oppress them 
siempre parecen alegres y and outwardly appear 
hasta chistosos happy and even hu- 

morous. 
Notes 


Above all things the student must study very carefully— 
analytically—the order of words in Spanish sentences so that he 
may be able to express himself distinctly. As in all previous 
work, so in the present, must he furnish himself with new sentences 
and phrases by substitution. 

* Durante unos dias’ means ‘during a few days.’ In English one 
says ‘for a few days.’ 

* Hace’ when used of ‘ time ’ means ‘ ago.’ 

* Nos pores 4 no salir’ means literally We decided to not go- 
out. 

* Habernos paseado” means ‘having walked.’ Note the reflexive 
use of ‘nos’ meaning ‘us.’ 


THE TENTH LESSON 127 


Altreverse’ means ‘ to dare’; it is reflexive. 


sf Todavia’ means both ‘ yet’ and ‘still.’ This word is best studied 

within a phrase or sentence. 
Tampoco’ means ‘neither’ (not either). Notice its use in ‘ ni yo 

tampoco’ meaning ‘ nor do I’ or ‘I don’t either,’ 

‘Oculiar’ means ‘to hide, conceal.’ Another translation, of 
frequent usage, is ‘ esconder, 

‘ El apuro’ means ‘the grief, sorrow,’ 

* Agobiar’ means in this case ‘to oppress’; it also signifies ‘ to 
bend down.’ 

* Por fuera’ means ‘ outwardly.’ 

* Chistoso’ means ‘ gay, lively’ and ‘humorous, funny.’ 

* Un chiste’ is ‘a joke’ or ‘ witty saying.’ 


No me afeito nunca, porque = I never shave, because I 
no tengo barba have no beard. 


Notes 


* Afeitarse’ means ‘to shave oneself.” For this operation one 
employs ‘ una navaja’ or ‘ una navaja de afeitar’ (a razor), and 
* una brocha’ (shaving-brush) and, of course, ‘el jabén” (soap). 
The rest that is required is ¢ agua caliente’ (hot water) and ‘ una 
toalla’ (a towel). 


El tiempo y la temperatura = The weather and the 


varian muoho, segiin las 
estaciones. Por no hacer 
frios tremendos ni calores 
excesivos, resulta la pri- 
mavera la m4s hermosa y 
agradable de todas 


Notes 


* Segtin’ means ‘ according to.’ 
* Por no hacer’ means ‘ by not being’ 


plural; they signify ‘ colds’ and 


making.’ 


‘ Frios’® and ‘ calores’ are in the 


temperature vary very 
much, according to the 
seasons. By not being 
tremendously cold and 
excessively hot, Spring 
results in being the 
most beautiful and 
agreeable of all. 


; it may also signify ‘ by not 


128 THE TENTH LESSON 


A fines de septiembre se va = At the end (plur.) of Sep- 
el verano para dejar en- tember the summer 
trar el otofio goes away to let the 

autumn enter. 


Notes 


‘ A fines de’ used in the plural, meaning ‘ at the end of.’ 

‘Se va’ from ‘irse’ (‘ir’ with ‘se’) means ‘to go away’ or ‘to 
go off.’ 

‘ Para dejar entrar’ means ‘50 as to allow to enter. The word 
‘ para’ may be translated variously ‘for,’ ‘so as,’ or ‘ in order 
to” The words ‘para que’ followed by the subjunctive mean 
‘so that’ and ‘in order that.’ 


El invierno es la estacién = Winter is the coldest and 
més fria y més triste del saddest season of the 
ano year. 


Note carefully the order of words. 


Entra el verano el 21 de = Summer enters on the 
Junio y dura hasta el 25 2ist of June and lasts 


de Septiembre until the 25th of Sep- 
tember. 
Al llegar el verano, hace un = On the arrival of summer 
calor sofocante the heat becomes suffo- 
cating. 
Notes 
‘ Entra el verano’ means ‘ summer enters,’ or, literally, * enters the 
summer.’ 


os 
* Al llegar’ means ‘on the arrival.’ Note the use of the infinitive 
as a noun with the article. ‘Al’ means ‘at the’ or ‘ to the’ 
(masculine form). Most verbs may be used in this way. ‘ Al 
ver caer las hojas > means ‘ on seeing the leaves fall ——,’ 
or it might be translated ‘at the sight of the leaves falling ——- 





En el colegio los alumnos = In the college the pupils 
hacen una figura de nieve, make a figure of snow, 
poniéndole una pipa en putting a pipe into its 
la boca mouth. 


THE TENTH LESSON 129 


Cuantos afios ha vivido Vd. — How many years have 


en Londres ? you lived in London ? 
No mas que dos afios = Not more than two 
years. 
i Donde ha nacido Vd.? == Where were you born ? 
He nacido 1 en Madrid = I was born in Madrid. 
Notes 


* Vivir’ means ‘to live’ 
* Nacer’ means ‘ to be born.’ 

Era menester que leyeses tu = It was necessary that 
leccién dos 6 tres veces 4 thou shouldst read thy 
lo menos lesson two or three 

times at the least. 

Mi padre murié en Francia = My father died in France. © 

El barbero me ha cortadoen = The barber has cut me 


la mejilla con su navaja in the cheek with his 
(de afeitar) razor. 
Los soldados defienden 4 la = The soldiers defend the 
patria fatherland. 
Me duele la cabeza ! = My head aches ! 
Me duelen los dientes ! == My teeth ache! 
Notes 


* Defender’ means ‘to defend.’ 
* Doler’ means ‘ to ache.’ 


El hijo fué enviado por su = The son was sent by his 


padre father. 

El reloj perdido por mi = The watch lost by my 
madre fué hallado por mi mother was found by 
prima my cousin. 

Notes 


‘ Hallar’ is the verb ‘ to find.’ 





1 One might equally well employ the past definite ‘naci’ (J was 
born). 
: K 


130 THE TENTH LESSON 


No creo que mi padre coja = I don’t think my father 
muchas uvas en su jardin gathers (will gather) 
este afio many grapes in his 

garden this year. 


Notes 


‘ Coger’ means ‘ to catch, gather, seize, procure.’ Note the change 
from ‘ g’ to ‘j’ for the sake of euphony. 


Es preciso que los ladrones = It is necessary that the 
sean entregados 4 la thieves be delivered up 
justicia ! to justice ! 


Notes 


‘ Es preciso” followed by the subjunctive, as above, means ‘it is 
necessary.’ As an adjective ‘preciso’ means ‘necessary, 
precise, exact.” 


* Entregar’ means ‘ to deliver, commit to prison.’ 
* Entregarse’ means ‘ to deliver oneself up.’ 


, Quién esta ahi ? = Who is there ? 

Soy yo,—no tenga Vd. = It is I—don’t be afraid ! 
miedo ! (have no fear !) 

En donde vive Vd. ? = Where do you live? 

En la esquina de la calle = At the corner of Alcala 
Alcala, Street. 

j Viva la libertad ! = Long live liberty ! 

j Viva la Espaiia ! = Long live Spain! 

El afio se divide ! en doce = The year is divided into 
meses twelve months. 

Los meses se dividen! en = The months are divided 
cuatro semanas into four weeks. 

Y las semanas ? = And the weeks ? 

Kstas se dividen en siete = These are divided into 
dias seven days. 





1 Literally * divides itself and ‘ divide themselves.’ 


THE TENTH LESSON 131 


Afiadiendo dos 4 cuatro se = Adding two. to four, one 


obtiene seis obtains six. 
Qué teme Vd. ? = What do you fear? 
Yo ?—No temo nada = I ?—I fear nothing. 


Nuestros enemigos acome- = Our enemies attacked 
tieron la ciudad hacia (assaulted) the town 
medianoche about (towards) mid- 

night. 


Notes 
‘ Dividir’ means ‘to divide, separate.’ 
* Dividirse’ means ‘to part, separate oneself.’ 
* Anadir’ means ‘to augment.’ 


* Obiener’ means ‘to obtain.’ The reflexive form se obliene’ may 
be translated either ‘ one obtains’ or ‘is obtained.’ 


* Acometer’ means ‘ to assault, attack.’ 
*‘ Hacia’ means ‘ towards’ or ‘ about.’ 


Todavia el marinero no me = The sailor has not yet 


ha dado la mapa ! given me the map !! 
Si yo no hubiera gastado = If I hadn’t spent all my 
todo mi dinero, com- money,I should buy a 
praria un regalo para mi present for my lady 
amiga friend. 
Notes 


* Gastar’ means ‘to spend.’ 
* Comprar’ means ‘ to buy.’ 
‘ Un regalo” means ‘a present.’ 


Es preciso que Vd. esté en = You must be in London 
Londres deaquiafun mes! a month from now! 
(from here to a month !) 
Mafiana no estaré en casa 4 = To-morrow I shall not 
las nueve, sino 4 las diez be at home at nine, but 

y media at half-past ten. 





1 * BI mapamundi’ is ‘the map of the world’ 


132 THE TENTH LESSON 


Ha vendido Vd. algo ? = Have you sold any- 
thing ? 
No he vendido nada, pero = I’vesold nothing, but I’ve 
he comprado doce huevos bought twelve eggs. 
La rosa es tan bella como la = The rose is as beautiful 
azucena as the lily. 


Aquel hombre ha sido el = That man has been the 

menos fiel de mis amigos least faithful of my 
‘friends. 

Londres es la m4s populosa = London is the most popu- 

de todas las ciudades de lous of all the cities of 


Europa Europe. 
Mi hermana est4 enferma = My sister is ill. 
Lo siento mucho ! = I’m very sorry! (I feel 
it much !) 
Hagame Vd. el favor de = Do me the favour of 
darme agua ! giving me water ! 
Esta casa es la! de mi = This house is my 
hermano brother’s. 
‘No es de Vd. de quien = It is not of you of whom 
hablo ! I speak ! ? 
Seré pegado por el profesor = He will be beaten by the 
teacher ! 
Te pegaré ! = Dll punish thee! 
Notes 


‘ La azucena’ means ‘the lily.’ 
* Pegar’® means ‘to beat, punish.’ 
Le he visto 4 Vd. muchas = I have seen you many 
veces times. 


No lo ha visto nadie ! 
Nadie lo ha visto! = Nobody has seen it! 





? Note the use of the article to express ‘that’ or ‘the one ’— 
*'fhis house is that of my brother.’ 
® Literally, ‘I’m not speaking about you !” 


THE TENTH LESSON 133 


Es més viejo de lo que se = He is older than one 


cree thinks (believes). 

Lo habré visto ! = He will have seen it! 
(He must have seen it !) 

Lo habr& dicho ! = He will have said it 
(He must have said it !) 

Quien calla, otorga ! = He who is silent, con- 
sents ! 

Notes 


* Callar’ means ‘to be silent.’ 
* Otorgar’ means ‘to consent, agree.’ 


A donde piensa Vd. ir ? = Where do you think to go? 
Solo & poca distancia de = Only a short way from 
aqui here. 
Loespero! — = I hope so! (it !) 
También lo espero ! = I hope so, too! (also !) 
A RIDDLE 


Quién es el que, sin ceremonia y con sombrero puesto, 
se sienta delante del rey, del papa, del emperador 6 del 
presidente de una reptiblica ?—E] cochero ! 


Translation 


Who is it that, without ceremony and with hat on 
(put), seats himself before (in the presence of) the king, 
the pope,! the emperor or the president of the republic ? 
—The coachman ! 


Notes 


* El que’ means ‘he who,’ just as ‘lo que’ means ‘ that which.’ 

* Delanie’ means * before, in front of. Note the ‘de’ which 
follows in each case combined with ‘el’ to form ‘ del.’ ‘ Delante’ 
is followed by ‘ de.’ 


1 Note that ‘ papa’ (with an accent) is ‘papa’ (father). In the 
word ‘ papa’ the accent falls on the last syllable. 





134 


THE TENTH LESSON 


Noes todo oro lo que reluce!= All is not gold that 


glitters ! 


Casa tu hija como pudieres = Marry thy daughter as 


y tu hijo cuando qui- 


sieres ! 


E] plato 

La caldera 
El tenedor 
El cuchillo 
La cuchara 
La botella 
La servilleta 


La taza 

El vaso 

El fésforo 
La escoba 
La cuna 

La cama } 
Ellecho j; 
El cojin 

La almohada 
EI platillo 
La cubeta 


El aztcar 
El pan 

La manteca 
La salchicha 
El carnero 
La carne de 


La pimienta 


you can and your son 


when you wish.? 
Domestic Articles 
= The plate. Elcesto })} _ 
= The kettle. lacet. ; ~ 7 
= The fork. La campanilla = The bell. 
= The knife. Laalfombra = The carpet. 
= The spoon. La silla = The chair. 
= The knife. La Have = The key. 
= The serviette, Lalampara = The lamp. 
napkin. El espejo = The mirror, 
= The cup. looking- 
= The glass.” glass. 
- The match. El canapé, cl = The couch, 
== The broom. sofa sofa. 
= The cradle. La jaula = The cage. 
La cortina = The curtain. 
= The bed. La caja = The box. 
= The cushion E] armario = The cupboard 
= The pillow La tetera = The tea-pot. 
= The saucer. El cuadro = The picture. 
= The tub, barrel. 
Foods 
= The sugar. El vinagre = The vinegar. 
= The bread. La cerveza = The beer. 
= The butter. El vino = The wine. 
= The sausage. El caldo = The broth 
= The mutton. Laensalada = The salad 
= The pork. El huevo =: The egg. 
El huevo pasa- = The boiled egg 
= The veal. do por agua 
= The beef. La tortilla = The omeletie, 
pancake, 
= The soup. Elesparrago = The asparagus 
= The mustard. Laconserva, -= Thejam. 
= The salt. la confitura 
= The pepper. El tomate = The tomato. 





1 Study the subjunctives here. 
* The material glass is ‘ vidrio.’ 


THE TENTH LESSON 


La patata = The potato. Fl aguar- 
El cohombro = The cucumber. diente 
La torta = The cake, iart. La leche 
El bizeocho = The biscuit. La nata, la 
El queso = The cheese. crema 


135 


= The brandy. 


= The milk. 
= The cream, 


Others may be acquired from a dictionary. 


CHAPTER XIII 


Tur BLEVENTH LESSON 


THOUGHTS 


El estudio mAs util es el de si mismo.—_({J. J. RoussEav.) 
(The most useful study is that of oneself.) 


Solo es grande el que siente y practica la verdadera caridad. 
—(KeEmpts.) 


(Only he is great who feels and practises true charity.) 


El porvenir del nifo es obra de su madre.—(NAPOLEON.) 
(The future of the child is the mother’s work—duty.) 


El egoista incendiara vuestra casa para cocer un huevo.— 
(CHAMFORT.) 


(The egoist would burn your house to boil an egg.) 


Nuestros mayores enemigos estan con nosotros : son la am- 
bicién, los celos y la avaricia.—(FENELON.) 


(Our greatest enemies are with us: they are ambition, jealousies 
and greed.) 


Estudia para saber mejor y no para saber mas que los otros. 
—(SENECA.) 


(Study in order to know better and not to know more than others.) 


INGLATERRA 


E] imperio romano comprendia todo el mundo conocido 
entonces, hasta que en el siglo V. fué deshecho por los 
barbaros. 

El imperio espafiol fué todavia mas poderoso y més 
vasto, cuando comprendia dos hemisferios y lo alumbraba 
constantemente el sol. i 

Pero el imperio m4s grande, mas rico y més admirable 
que ha conocido el mundo, es el imperio britdénico del 
siglo XIX. 


Inglaterra tiene posesiones en toda la superficie terrestre 
y es duefia de los mares. 


THE ELEVENTH LESSON 137 


Sus posesiones de América son més extensas que los 
Estados Unidos. 

Sus dominios de Asia son tan grandes como Europea. 

Sus colonias de Africa son dilatadisimas, siendo visibles 
su influencia y su preponderancia en todo el continente. 

Australia le pertenece, como igualmente la mayor parte 
de las islas de Oceania. 

Tiene en Europa su territorio natural, y domina en 
Irlanda, y ocupa importantes posiciones que geografica- 
mente corresponden 4 Alemania, Francia, Espajia, Italia 
y Grecia. 

Adem4s posee la mayor parte de los estrechos é islas 
que constituye posiciones estratégicas, las mas estratégicas 
del globo. 

Liegaran, tal vez en dia no lejano, la decadencia y la 
ruina de tan colosal imperio, que al fin tendré la suerte 
del imperio espafiol y del romano. 

Pero entre tanto domina por la superioridad incon- 
testable de su fuerza y su riqueza. 

El comercio inglés supera en importancia y en in- 
teligencia al de todas las naciones juntas. 

La industria inglesa no reconoce rival. 

Su marina mercante frecuenta sin cesar todos los 
puertos del mundo. 

Y la de guerra, superior en calidad y en cantidad 4 la 
que reunir pudierar todas la potencias de Europa, man- 
tiene con sus cafiones en todas Jas latitudes el honor de la 
bandera inglesa. 

La metrépoli de este gran imperio es proporcional 4 su 
riqueza y 4 su magnitud. 

Londres, capital de tan poderosa monarquia, es una 
ciudad sin rival en nuestro tiempo, sin semejanza en las 
épocas remotas. oe 

Londres contiene mas catélicos que Roma, mas judios 


138 | THE ELEVENTH LESSON 


que Palestina entera, mds irlandeses que Dublin, més 
escoceses que Edimburgo, mas galeses que Cardiff. 

La mortalidad es muy pequefia relativamente 4 la 
masa de la poblacién. 

Londres es la mas sana de las_capitales europeas. 


Translation. 


The Roman Empire comprised all the then-known 
world, until in the fifth century it was destroyed by the 
barbarians. 

The Spanish Empire was still more powerful and 
vaster, when it comprised two hemispheres and the 
sun constantly illuminated it. 

But the greatest empire, the richest and the most admir- 
able that the world has known, is the Britannic Empire 
of the nineteenth century. 

England has possessions on all the surface of the earth 
and is mistress of the seas. 

Her possessions in America are more extensive than the 
United States. 

Her dominions in Asia are greater than Europe. 

Her African colonies are most extensive, her influence 
and preponderance being visible in the whole continent. 

Australia belongs to her, as do the greater part of the 
Oceanic islands. . 

In Europe she has her native territory and dominates 
Ireland, and occupies important positions that correspond 
geographically to Germany, France, Spain, Italy, and 

reece. 

Moreover (besides), she possesses the greater part of the 
straits and islands that constitute strategic positions— 
the most strategic in the world. 

There will arrive, perhaps in no distant day, the 
decadence and ruin of such a colossal empire, which, in 


THE ELEVENTH LESSON 139 


the end, will have the fate of the Spanish Empire and 
the Roman. 

But meanwhile she governs (dominates) by the incon- 
testable superiority of her force and her richness (riches): 

English commerce surpasses in importance and in 
intelligence all the nations together. 

English industry recognises no rival. 

Her mercantile marine visits without ceasing (in- 
cessantly) all the ports of the world. 

And that of war (the marine), superior in quality and 
in quantity to that which the powers of Europe could unite, 
maintains with its cannons in all latitudes the honour of 
the English flag. 

The metropolis (capital) of this great empire is pro- 
~ portionate to its richness and to its magnitude. 

London, capital of such a powerful monarchy, is a city 
without rival in our time, without resemblance in remote 
epochs. 

London contains more Catholics than Rome, more 
Jews than entire Palestine, more Irish than Dublin, more 
Scots than Edinburgh, more Welsh than Cardiff. 

Mortality is less, relatively to the mass of population. 

London is the healthiest of all European capitals. 


Noies 


Comprender’ means ‘to understand’ and ‘to comprise.’ 

‘ Deshecho’ comes from ‘ deshacer,’ meaning ‘to undo’ and ‘to 
destroy.’ 

* Alumbrar ’ means ‘ to light,’ 

‘ La duena’ means ‘ mistress, owner, proprietress. The masculine 
is *‘ dueno. 

‘ Los Estados Unidos’ means ‘ The United States.’ 

‘ Dilatadisimas ’ is the superlative of the adjective ‘ dilatado,’ mean- 
ing ‘large, numerous, extensive.’ It originates from the verb-—— 

‘ Dilatar, meaning ‘ to dilate, expand, spread out.’ 

‘ Pertenecer’ means ‘to belong, appertain.’ 

* Dominar’ means ‘to rule, command, dominate.’ 


140 THE ELEVENTH LESSON 


Ocupar’ means ‘ to occupy.” 
Corresponder ’ means ‘ to correspond.’ 
‘ Ademés’ means ‘ moreover, further.’ 
‘ Poseer’ is the verb ‘ to possess.’ 
‘ Constituir’ is the verb ‘to constitute.’ 
‘ Llegar’ is the verb ‘ to arrive.’ 
* Lejano’ means ‘ distant, far’ (adjective). The adverb is ‘lejos.’ 
‘ La suerte’ means ‘the fortune, fate’ (good or bad). 
‘ Entre tanto” means ‘ meanwhile.’ 
‘ Superar’ means ‘ to overcome, conquer, surpass.’ 
* Reconocer’ means ‘ to recognise.’ 
‘ Frecuentar’ means ‘ to frequent.’ 


* Reunir’ means ‘ to unite, reunite.’ Notice the style of the Spanish 
here—‘ Reunir pudierar.’ 


*‘ Mantener’ means * to maintain.’ 
* Contener’ means ‘ to contain.’ 


A STORY 

Se refiere una anécdota de un escocés que era , oficial 
del ejército britanico y fué mandado con su regimiento 4 
Gibraltar. 

En aquel entonces era subalterno y hall4base un dia de 
guardia con otro compaiiero, el cual tuvo Ja desgracia de 
caer en un precipicio de cuatrocientos piés de profundidad, 
y. quedo muerto. 

Era deber del subalterno dar cuenta de lo ocurrido en 
la guardia, y habiéndolo hecho asi, afiadié la formula de © 
costumbre, “Nada de particular ha ocurrido en la 
guardia.” 

EK] fatal accidente de la caida Ilegd 4 oidos del coman- 
dante, y naturalmente la frase, de “ nada de particular ha 
ocurrido ’’ le causé extrafieza. 

“; Como!” exclamé, “llama Vd. 4 eso ‘ nada de par- 
ticular,’ cuando su compafiero ha muerto, cayendo de una 
altura de cuatrocientos piés ? ” | ; 

“Si, sefior,” replicd el subalterno, “no he creido que 
hubiera en ello nada de extraordinario. Si el pobré amigo 
hubiese caido en un precipicio de cuatrocientos piés, sin 
quedar muerto,si que lo hubiera hallado muy extraordinario.”” 


THE ELEVENTH LESSON 141 


Translation. 

An anecdote is related of a Scotsman who was an 
officer of the British Army and was sent with his regiment 
to Gibraltar. 

In it (the regiment) then, he was a subaltern, and found 
himself one day on guard with a companion, who had 
the misfortune to fall over a precipice of a depth of four 
hundred feet, and lay dead. 

It was the duty of the subaltern to. report the 
occurrence to the guard, and having done so, he added 
the customary formula, “ Nothing particular has occurred 
in the guard.” 

The fatal accident of the fall came to the hearing of 
the commandant, and naturally, the phrase, “‘ Nothing 
particular has occurred” caused him astonishment. 

“What !” he exclaimed, “do you call this ‘nothing 
particular,’ when your comrade has died, falling from a 
height of four hundred feet ? ” 

“Yes, sir,” replied the subaltern, “I did not believe 
that there would be anything extraordinary in it. If the 
poor friend had fallen over a precipice of four hundred feet, 
without being dead, indeed I should have called it very 
extraordinary.” 


Notes 

‘ Referir’ means ‘to refer, relate, report.’ ‘Therefore ‘se refiere ’ 
means ‘ it reports itself,’ or ‘ it is reported.’ 

‘ Hallabase de guardia’ means ‘he found himself on duty, on guard,’ 
or ‘he was on guard, on duty.’ 

* La desgracia’ means both ‘ misfortune ’ and ‘ disgrace.’ 

* Caer’ means ‘ to fall,’ 

* Dar cuenta’ means ‘ to give account.’ 

‘ Ocurrir’ means ‘ to occur, happen.’ 

‘ A vidos de’ means ‘ to the hearing of,’ or, as we should say, ‘ to the 
ears of,’ 

* Cayendo’ is the present participle of ‘ caer ’ (to fall). 

‘ Quedar muerto’ mé@ans ‘to remain dead,’ or ‘to lie dead,’ or ‘to 
stay dead.’ 

* Hallar’ means * to call.’ 


142 THE ELEVENTH LESSON 
COUNTRIES AND TOWNS 
La Europa == Europe. La Noruega = Norway. 
El Asia = Asia. La Polonia = Poland. 
El Africa = Africa. La Suiza = Swiizerland. 
La América = America. Londres = London. 
La Australia = Australia. Paris = Paris. 
La Inglaterra = England. Roma = Rome. 
La Francia - = France. Venecia — = Venice. — 
La Espafia = Spain. Constantin- = Constantin- 
La Escocia = Scotland. opla ople. 
La Holanda = Holland. Ginebra = Geneva. 
El Portugal = Portugal. Berlin = Berlin. 
La Rusia = Russia. Viena = Vienna. 
La Suecia = Sweden. Varsovia = Warsaw. 
La Turquia = Turkey. Niza = Nice. 
La Italia = Italy. N4&poles = Naples. 
La Dinamareca = Denmark. Moscou = Moscow. 
La China = China. Milan =- Milan. 
La Grecia = Greece. Lisboa = Lisbon. 
Los Estados = The United Génova = Genoa, 
Unidos States. Duvre = Dover. 
La Irlanda = Ireland. Amberes = Antwerp. 
MILITARY TERMS 
El ejercito = The army. La centinela = The sentry 
El estado = The staff. La espada = The sword. 
mayor Lacarabina = The rifle. 
La brigada = The brigade. La ametralla- = The mitrail- 
La divisién = The division. dora leuse, machine gun. 
El batallén = The battalion. La bomba = : 
Elescuadrén = The squadron. La fortaleza — The fortress 
El regimiento = The regiment. Latrinchera = The trench 
El general = The general. La victoria = The vic 
El coronel = The colonel. La retirada = The retreat 
El comandante = The major. La derrota = The rout. 
El capitan = The captain. La batalla = The battle. 
El teniente = Thelieutenant. La guerra = The war. 
a Oficial re = cd officer. La mina = The mine. 
sargen = sergeant El parapeto = The et. 
Ei soldado = 7 solner. Lapoteses = The pots ; 
La infanteria = The infantry. La pistola = The pistol. 
La caballeria = The cavalry. La bayoueis = The bayonet. 
La artilleria = The artillery. 
MARINE TERMS 
La ancla = The anchor. La chimenea ! = The funnel. 
El navio = The ship. El timén = The helm. 
La armada The La hélice = The screw 
cial are Ra gat (propelter). 





? Also ‘the chimney,’ 


El remo 

El faro 

E! marinero 
La boya 

El piloto 

El capitan 
La vela 

La brajula 
El babor 

El estribor 


La balsa 


THE ELEVENTH LESSON 


= The oar. 

= The lighthouse. 

= The sailor. 

= The buoy. 

= The pilot. 

= The captain. 

= The sail. 

= The compass. 

= The port-side. 

= The starboard- 
side. 

= The raft. 


El remolcador = The tug. 
El buque de = The warship. 


guerra 


El buque mer- 
cante 

La amarra 

El vapor 

El camarote | 


Los palos (m.), 
los mastiles 


’ El puente 


La proa 


La popa 
La bomba ? 


143 


= The merchant 

== The 

= The 
boat. 

= The _ cabin, 
berth. 

= The masts. 


= The deck. 
= The prow, 


TRADES, PROFESSIONS AND DIGNITIES 


El dentista 
El barbero 2 
El sastre 

El éptico 
El pintor 
El joyero 
El relojero 


El panadero 
EI carnicero 
El botero 


La lavandera 


El abogado 
Ei juez 
El herrero 


El quimico 

El farmacéu- 
tico 

El librero 

El impresor 

El especiero 

El profesor 


= The dentist. 
= The barber. 
= The tailor. 

= The optician. 
= The painter. 
= The jeweller. 
= ne waich- 


maker. 

= The washer- 
woman. 

= The lawyer. 

= The judge. 

= The black- 
smith. 

= The ‘chemist.§ 

= The chemist, 
apothecary. 

= The bookseller. 

= The printer. 

= The grocer. 

= The teacher, 
schooi- 
master. 


El lechero 
El médico 


El misico 

El albaiil 

El banquero * 
El rey 

La reina 

El principe 
La princesa 
El] duque 

La duquesa 
El barén 

El conde 

El marqués 
El caballero 
El hidalgo 

El embajador 


La embajada 
La legacién 
El consul 

El consulado 
El gobierno 


E! canciller 
El ministerio 


= The milkman. 

= The doctor (of 
medicine). 

= The musician. 

= The mason. 

= The banker. 

he king. 

he queen. 

he prince. 

he princess. 

he duke. 

he duchess. 

he baron. 

he count. 

he marquis. 

he knight. 

he nobleman. 

he ambassa- 

dor. 


ar Har ae pe ee 


ae ae eae fae 


Ss 


bund td pd an anew 
| 


pe 
& 


he consul. 


| | 
| 


ment. 
The chancellor. 
The minisiry. 





1 Also, ‘the bomb.’ : 
2 Or ‘ el peluquero ’ (hairdresser and wig-maker 


3 * Bl quimico’ signifies ‘one who 


studies or "perhaps teaches 


chemistry,’ and ‘el farmacéutico’ is ‘he who sells drugs and 


medicines.’ 


4 * The bank’ is ‘ el banco,’ 


144 

El ministro de = The ‘minister 
la guerra for war. 

El ministro de = The minister 
Estado of state. 

El ministro de = The minister 
marina of marine. 

El par = The peer 

Elsoberano = The sovereign 

El monarca = The monarch. 

La camarade = The house of 
los comunes commons. 

La camara de = The house of 
los pares peers. 

El dependi- = The clerk. 
ente 

El socio = The pariner. 

El recibo = The receipt. 

La factura = The invoice. 

El descuento = The discount. 

La cuenta = The account. 

La venta = The sale. 

La firma = The signa- 

ture. 

Elescritorio = The office. 

El cheque = The cheque. 

El billetede = The bank- 
banco note. 

El almacén = The ware- 

house. 

El reconoci- = The acknow- 
miento ledgment. 
Los intereses = The interest. 
La tasa = The rate (of 

interest). 
La baja = The rise (in 
La alza = Th a (in 
price). 
El fiete = The freight. 
La rebaja = The reduction. 
La caucién = The security, 
‘ guarantee. 
EI fallido = The bankrupt. 


THE ELEVENTH LESSON 


EI alcalde 

E] presidente 
El abad 

El cura 

El obispo 

E] misionero 


COMMERCIAL TERMS 


El giro postal 


La obligacié6n 

El oo 

El 

EI detalle 
(menudes) 

La exporta- 
cién 

La deuda 

El crédito 

La correspon- 
dencia 

La muestra 


ibro mayor 


The mayor. 
The president. 
The abbot. 


| | | 
= 
& 
i 


| 
= 


: 


nu 
| 
= 
: 


CHAPTER XIV 
THe Twetrra Lesson 


Tue following extract is not translated as heretofore, but a 
-vocabulary of the most necessary words has been placed 
at the end of it. 


THE BULL-FIGHT?! 


Los tres picadores saludaron al presidente de la plaza, 
precedidos de los bandilleros y chulos, espléndidamente 
vestidos. 

Capitaneaban 4 todos los primeros espadas y sus 
sobresalientes, cuyos trajes eran todavia més lujosos que 
los de aquellos. 

El alcalde hizo la sefia ; sonaron los clarines, que pro- 
dujeron un levantamiento general, y entonces se abrié Ja 
ancha puerta del toril. 

Un toro colorado se precipité en Ja arena y fué saludado 
por una explosién de gritos, de silbidos, de injurias y de 
elogios. 

Al oir este tremendo estrépito, el toro se pardé, alzé la 
cabeza y parecid preguntar con sus encendidos ojos si 
todas aquellas provocaciones se dirigian & él; reconocidé 
el terreno y volvié precipitadamente la cabeza 4 uno y 
otro lado. Todavia vacildé, crecieron los recios silbados ; 
entonces se precipité con prontitud hacia el picadar. 

Pero retrocedié al sentir el dolor que le produjo la puya 

_de la garrocha en el morrillo; no se encarnizé en este 
- primer ataque, sino que embistié a] segundo picador. 





1 Fernan Caballero. 
L 


146 THE TWELFTH LESSON 


Este no le aguardaba tan prevenido como su antecesor ; 
asi es que hirié al animal sin detenerlo. Las astas desa- 
parecieron en el cuerpo del caballo que cayé al suelo. 

Alzése un grito de espanto en todo el circo; al punto 
todos los chulos rodearon aquel grupo horrible; pero el 
feroz animal se habia apoderado de la presa y no se dejaba 
distraer de su venganza. 

El toro se cebaba en el caballo ; el caballo abrumaba con 
su peso y sus movimientos convulsivos al picador. 

Entonces se vid llegar, sosegado y risuefio, 4 un joven 
cubierto de plata, que brillaba como una estrella. Se 
acercO por detras del toro y cogid con sus dos manos la 
cola de la fiera y la atrajo 4 si, como si hubiese sido un 
perrito faldero. 

Sorprendido el toro, se revolvid furioso contra su 
adversario, quien andando hacia atras, evité e! primer 
choque con una media vuelta 4 la derecha. 

El] toro volvié 4 embestir, y el joven lo esquivé segunda 
vez con un recorte 4 la izquierda, siguiendo del mismo modo 
hasta llegar cerca de Ja barrera. 

Alli desaparecié 4 los ojos aténitos del animal y 4 las 
ansiosas miradas del piblico, el cual, ebrio de entusiasmo, 
atroné los aires con inmensos aplausos. 

El toro habia despachado ya un nimero considerable 
de caballos. 

Otros, que no habjan podido levantarse, yacian tendidos 
con Jas convulsiones de la agonfa; 4 veces alzaban la 
cabeza, en que se pintaba la imagen del terror. 

A ciertas sefiales de vida, el toro volvia 4 la carga 
hiriendo de nuevo con sus fieras astas los miembros des- 
trozados de su victima. 

Después, ensangrentada la frente, se paseaba alrededor 
del circo, unas veces alzando la cabeza 4 las gradas donde 
la griteria no cesaba un momento, otras hacia los chulos, 


THE TWELFTH LESSON 147 


que pasaban delante de él, 4 manera de metéoros, clavan- 
dole las banderillas. 

A una sefial del presidente, sonaron otra vez los clarines, 
Pepe Vera,4 con una espada y una capa encarnada, se 
encamin6é h&cia el paleo del Ayuntamiento,? se dirigié 
al Duque,* y quiténdose la montera,— 

“ Brindo!” dijo, “ por Vuestra Excelencia, y por la 
real moza que tiene 4 su lado.” 

Y al decir esto, arrojé a] suelo la montera con inimitable 
desgaire, y partié adonde su obligacién Je llamaba. 

Agité la capa que llevaba en la mano izquierda. 

El toro le embistid. 

El le pasd de muleta, y en cuanto la fiera volviéd 4 
acometerle, Je dirigié la espada por entre las dos espal- 
dillas, de modo que el animal, continuando su arranque, 
ayudé 4 que todo el hierro penetrase en su cuerpo hasta la 
empuifiadura. 

Al mismo tiempo, soné6 la musica militar. 

Pepe Vera atravesé el circo en medio de frenéticos 
testimonios de aprobacién, saludando con la espada, sin 
que excitase en su pecho sorpresa ni orgullo un triunfo 
que m4s de un emperador romano Labria enviado. 


VOCABULARY 


‘ Saludar ’ means ‘to greet, salute, hail.’ 

‘ Banderillas ’ means ‘ small decorated dart.’ 

‘ Banderilleros ’ means ‘ a thrower of banderillas.’ 

‘ Chulo’ means ‘ bull-fighter’s assistant.’ 

‘ Capitanear’ means ‘to command, be in command of ; 
to head, to lead.’ 

‘ Espada’ means ‘sword’; in the bull-fight it signifies a 
swordsman, a ‘ toreador’ 
1 A celebrated ‘ toreador.” 


2 The municipal council. 
3 President of the féte. 





148 THE TWELFTH LESSON 


‘ Sobresaliente’ (masc.) is a ‘ substitute,’ an ‘ officer who 
commands a picket.’ 

‘ El traje’ means ‘ the dress, costume.’ 

*‘ Cuyos’ means ‘ whose’; the feminine plural is ‘ cuyas.’ 

‘ La sena’ is ‘ the sign.’ 

‘ Sonar’ means ‘ to sound.’ 

‘ Clarin’ means ‘ clarion.’ 

‘ Producir ’’ means ‘ to produce.’ 

* Levantamiento’ meansin the above extract ‘a rising ‘(tothe 
feet); it may signify also an ‘ insurrection,’ or a ‘revolt.’ 

‘ El toril’ is the ‘ place where bulls are kept until needed 
for the fight.’ 

‘Ancha’ isthe feminine form of the adjective ‘ancho’ (narrow). 

* Colorado’ means ‘ ruddy, florid.’ 

“ Precigntar > means ‘ to precipitate.’ 

‘ Precipitarse ’ means ‘to hurry, dash headlong.’ 

‘Grito means ‘ cry, shout, scream’; the verb is— 

‘ Gritar,’ meaning ‘to shout, cry out.’ 

‘ Silbido’ means ‘ whistle, whistling, hiss’; it is derived 
from the verb— . 

* Silbar ’ meaning ‘ to hiss, whistle.’ 

‘ Injuria’ means an ‘ injury, insult.’ 

* Elogio’ means ‘ eulogy, praise.’ 

* Estréyio ’ means ‘ noise, clamour.’ 

*‘ Parar’ means ‘to stop, halt.’ 

* Pararse’ means ‘to stop oneself, detain.’ 

* Alzar’ means ‘to raise, lift up.’ 

* Preguntar’’ means ‘ to ask.’ 

‘ Parecer * means ‘ to seem, appear.’ 

* Dirigir’ means ‘to direct, lead, guide.” 

* Reconocer ’ means ‘ to recognise.’ 

‘ Vacilar ’ means ‘ to vacillate, waver.’ 

‘ Crecer’ means ‘ to grow, increase.” 

* Retroceder ’ means ‘ to recede.” 


THE TWELFTH LESSON 149 


* Garrocha ’ is ‘ a kind of javelin, spear.’ 

* Morrillo’ is the part of the neck called the ‘ nape.’ 

‘ Encarnizar ’ means ‘to satiate with flesh, irritate.’ 

* Encarnizarse ’ means ‘ to be glutted with flesh ’ or ‘to be 
cruelly bent against.’ 

* Embistio ’ is from ‘ embester,’ meaning ‘ to attack, assail.’ 

* Aguardar ’ means ‘to expect, wait.’ 

* Prevenido,’ from the verb ‘ prevenir,’ means ‘ prepared’ ; 
hence also ‘ forewarned.’ 

* Antecesor ’ means ‘ predecessor.’ 

* Cayé ’ is from ‘ caer ’ (to fall). 

* Espanto’ means ‘ fright.’ 

_ ‘ Rodear’ means ‘to girdle, circle’ and ‘to wrap up.’ 

~* Presa’ means ‘capture, seizure, carcass.’ 

‘ La presas’ means ‘ fangs, claws, tusks.’ 

* Distraer ’ means ‘ to distract.’ 

‘ Cebarse’ means ‘to be firmly bent upon,’ and ‘ cebar’ 
means ‘ to feed, fatten,’ and ‘to grapple.’ 

‘ Abrumar ’ means ‘ to oppress, overwhelm.’ 

* Sosegado ’ means ‘ quiet, calm.’ 

‘ Risueno’ means ‘ smiling, pleasing.’ 

‘Cola’ means ‘ tail.’ 

‘ Por detrés’ means ‘ from behind.’ 

‘ Fiera’ means ‘ wild beast.’ 

* Atrajo’ comes from ‘ atraer,’ meaning ‘ to attract.’ 

‘ Perrito faldero ’! means a ‘ little lap-dog.’ 

‘ Hécia atrés’ means ‘ (towards) backwards.’ 

‘ Evitar’ means ‘ to avoid.’ 

‘Una media vuelta & la derecha’ means ‘a half turn to the 
right.’ 

‘ Esquivar’ means ‘to shun, evade, avoid.’ 

* Atronar ’ means ‘ to thunder.’ 

‘ Alzar’ means ‘to raise.’ 

1 * La falda’ means ‘ the skirt, lap.’ 





150 THE TWELFTH LESSON 


‘ Pintar’ means ‘to paint, picture.’ 

‘ Hiriendo ’ is the present participle of ‘ herir,’ meaning ‘ to 
wound, hurt.’ ; 

‘A lacarga’ means ‘at the charge.’ 

‘ La asta’ means ‘the horn, lance’; it also means ‘the 
handle ’ of a pencil or brush. 

* Destrozado’ is from ‘ destrozar,’ meaning ‘to destroy.’ 

* Alrededor de’ means ‘ around.’ 

‘ Delante’ means ‘ before’ and ‘in the presence, sight of.’ 

‘ Clavar ’ means ‘to nail, stick, prick.’ 

‘Capa’ means ‘ cloak.’ 

‘ Encarnado’ means ‘ flesh-coloured, pink, red.’ 

‘ Encaminar ’ means ‘ to guide, put on the right road.’ 

‘ Encaminarse’ means ‘ to take a road, take the direction 
of,’ etc. 

* Palco’ is a ‘ box’ at a theatre or show. 

‘ Montera’ is a ‘common cap.” 

‘ Brindo’ is a word used as @ kind of toast, or salutation, in 
bull-fighting. 

* Arrojar’ means ‘to hurl, throw, launch.’ 

* Pasar de muleta’ means in this case ‘to dodge.’ 

* Acometer ’ means ‘to attack, begin.’ 

* Arranque ’ (masc.) means ‘ wrench ’ or some ‘ unexpected 
event ’; in this case one might translate it by ‘ struggle’ 
or ‘ thrust.’ 

“ Penetrar’ means ‘to penetrate.’ 

‘ La empuiiadura’ means ‘ the hilt.’ 

‘ Emplomar’ means ‘to lead’ (metal), ‘to fill with lead.’ 
We may here use the word ‘spitted’ as a translation 
of ‘emplomé.’ 

* El pecho” means ‘the breast.’ 

The extract which follows has neither translation nor 
vocabulary. It will be a useful exercise for practice with 
the dictionary. 


THE TWELFTH LESSON 151 


CAPTAIN HARVEY ! 


La noche del 17 de marzo de 1870 el Normandy hacia 
su travesia habitual de Southampton 4 Guernsey. 

Una espesa bruma cubria el mar. 

El capitén Harvey estaba de pié en la casilla del steamer 
y maniobraba con precaucién, 4 causa de la noche y de la 
niebla. 

E] Normandy era un gran buque, el més hermoso quiz& 
de la marina de la Mancha. Seiscientas toneladas, 220 piés 
ingleses de largo y 25 de ancho. 

Era joven, como dicen los marinos ; tenfa siete afios, y 
habia sido construido en 1863. 

El capitén Harvey era sobre poco m4s 6 menos de la 
edad que contaba entonces el que escribe estas lineas ; 
ten{a patillas blancas, el rostro enérgico y la mirada franca 
y alegre. 

La niebla espesaba, el buque habia salido de la ria de 
Sheerness, estaban en plena mar y avanzaba lentamente. 

Eran las cuatro de la mafiana. 

La oscuridad era absoluta; una especie de nube 
envolvia el vapor, y apenas se distinguian las puntas de 

los mAstiles. me 
Nada t4n terrible como estos navios ciegos que avanzan 
en la noche. 

De pronto una masa negra surgié de la bruma. 

Fantasma y montafias, promontorio de sombra avan- 
zando sobre la espuma y horadando las tinieblas. Era 
la Mary gran buque de hélice procedente de Odesa y que 
llevaba rumbo 4 Grimsby, con un cargamento de cien 
toneladas de grano. Velocidad inmensa, peso enorme. 
La Mary avanza directamente sobre el Normandy. 

Con tal velocidad se deslizan estos espectros de navios 
en la niebla, que no hay medio de evitar el choque. Son 


1 Victor Hugo. 





152 THE TWELFTH LESSON 


encuentros sin aviso; antes que se acabe de verlos se ha 
muerto. | 

La Mary, lanzada & todo vapor, cogié al Normandy por 
un costado, y le deshizo el casco. La averia producida en 
ella por el choque la detuvo.. 

Habfa en el Normandy 28 hombres de tripulacién, una 
mujer de servicio y 21 pasajeros, entre los cuales se con- 
taban 12 mujeres. 

La sacudida fué espantosa. 

En un instante todos estuvieron en el puente, hombres, 
mujeres y nifios, medio desnudos, corriendo, gritando, 
llorando. 

E] agua entraba en el interior del buque con furia 
espantosa. 

El combustible de la m&quina, apagado por el agua, 
agonizaba. 

El navio no tenfa mamparos insumergibles; los 
cinturones de salvamento faltaban. 

El capitén Harvey, de pié sobre la toldilla, grité,— 
“7 Silencio y atencién !—Los botes al agua, las mujeres 
primero, los pasajeros en seguida,—la tripulacién después. 
Hay 60 personas que salvar! ” 

Eran 61 pero el se olvidaba de sf. 

_ Los botes fueron echados al agua. 

Todos se precipitaron 4 ellos. 

Aquella precipitacién podia hacerlos zozobrar. 

Ockeleford, el lugarteniente, y los tres contramaestres 
Goodwin, Bennett y West contuvieron aquella multitud 
frenética de horror. Dormir y despertar para morir, es 
espantoso. Sin embargo, por encima de aquellos gritos 
y de aquél ruido la voz tranquila del capitan, y este breve 
didlogo se cruzaba en las tinieblas. 

“| Maquinista Locks ! ” 

“| Capitan ! ” 


THE TWELFTH LESSON 158 


‘©; Como esté la caldera 2?” 

‘* Inundada.” 

“*; Y el fuego?” 

ee Apagado.” 

“4 Y la m&quina ?” 

“ Muerta,”’ 

El capitan grit6— 

“| Lugarteniente Ockeleford ! ” 

“* Presente,”’ respondié el interpelado. 

**; Con cuantos minutos contamos ? ”’ 

“Con veinte.” 

“ Bastan,” dijo el capitan, “ Que cada cual se embarque 
por su turno!” Teniente Ockeleford—* ; Tenéis pis- 
tolas ? ” 

“ Sf,” contestd. 

“* Saltad el craneo & todo hombre que quiera pasar antes 
que una mujer! ” 

Todos callaron. Nadie se resistid. 

La multitud sentiase anonadada por la grandeza de 
aquella alma. 

La Mary & su vez habfa botado sus lanchas al mar y 
acudi{a al socorro de los néufragos. 

El embarque se operé con orden y casi sin lucha. 

Hubo, como siempre, tristes egofsmos ; pero también, 
como siempre, patéticos rasgos de desenterés. Harvey, 
impasible en su puesto de capitén, mandaba, dominaba, 
dirigia ; se ocupaba de todo y de todas; gobernaba 
con calma aquella angustia y parecia dar dérdenes 4 la 
- catdstrofe. 

Se hubiera dicho que &! naufragio le obedecfa. 

A cierto tiempo grit6— 

“‘ Salvate, Clemente ! ” 

Clemente era el grumete,—un nifio. 

E] buque se sumergia ya en la profundidad de las aguas. 


154 THE TWELFTH LESSON 


El transbordo del Normandy 4 la Mary se hacia cada 
_ vez con més rapidez. 

“ Aprestiraos,”” murmuré el capitan. 

Al expirar los veinte minutos el vapor se eclipsé. 

La proa se hundié poco & poco; después la popa. 

El capitan Harvey, de pié sobre la toldilla, no hizo un 
gesto, no pronuncié una palabra, y se sumergié en el 
abismo. 

Sélo se vid & través de la bruma la siniestra sombra del 
buque perderse para siempre. 

Tal fué el tragico fin del capitan Harvey. 

Que desde el cielo reciba el adios del que en una ocasién 
solemne obtuvo hospitalidad en el buque que le sirvié de 
tumba. Ningin marino de la Mancha (Straits) le igualaba 
en grandeza. 

Después de haberse impuesto toda su vida al deber de 
ser un hombre, us6 al morir el derecho de ser un héroe. 


CLOTHING 
Eisombrero = The hat. El sobretodo = The overcoat. 
El gorro = The cap. El pantalén = The trousers. 
La bota = The boot. La capa = The cloak, 
La media = The stocking. cape. 
E] collar, = the collar. E] manguito = The muff. 
cuello La manga =: The sleeve. 
La camisa = The shirt. La ropa = The linen. 
El bolsillo = The pocket. blanca 
La pantufla = The slipper. E] encaje = The lace. 
Los guantes = The gloves. La jarretera = The garter. 
El pafiuelo = The handker-_ E\ traje, = The costume, 
chief. vestido suit. 
El zapato = The shoe. E] calcetin = The sock 
E] delantal = The apron Los calzoncil- = The drawers 
El velo = The veil. los 
La levita = The frock- Los tirantes = The braces. 
coat, El botén = The bution. 


APPENDIX 


Worps, PHRasES AND ADDITIONAL COLLOQUIAL SENTENCES 


Spanish English 
4 Como est& Vd. ? = How are you? 
Asif ring 1 '= So, so! 
Hasta la vista ! = Good-bye (until I see you again). 
Hasta luego ! = Good-bye (until presently). 
Hasta mas tarde ! = Good-bye (until later). 
Hasta otro dia! = Good-bye (until another day). 
4 Qué hora es ? = What time is it ? 
Las tres acaban ? de dar = It has just struck three. 


3 Sabete, amigo Sancho,’ res- ‘Know, friend Sancho,’ replied 
pondié Don Quijote, ‘ que la Don Quizote, ‘ that the life of 


vida, de los caballeros an- wandering cavaliers is subject 
dantes est&é sujeta 4 mil to a thousand dangers and 
peligros y desventuras.’ misadventures.’ 

El sefor que estaba ayer aqui = The gentleman who was here 
murié hoy : yesterday, died to-day. 

No puedo comer ni beber | _ Tce wots idl vase dere 


No puedo ni comer ni beber { 


No te diré ni* una palabra I shall not tell you a single word. 


On the use of ‘de que’ instead of ‘que’ after verbs and 
expressions of emotion, cause, doubt, etc. 


No hay duda de que seran = There is no doubt that they will be 
felicisimos ! most happy. 


Lo horrible de los detalles fué = The horribleness of the details was 
la causa de que no se diera the reason why this news was 

_ crédito 4 esta noticia not believed. 

Vd. puede convencerse de que You may be convinced that my 
mi hermano no est& en casa ! brother is not at home. 

Placeme de que ella sepa que la = J am glad that she knows I like 
quiero tanto ! her so much. : 

Se olvid6é de que el invierno = He forgot that the winter was 
acercaba ! coming on. 





1 Asin French ‘Comme ci, comme ¢a!’ : 
2 *‘ Acabar’ means ‘ to have just ’ (done something). 
2 Example of ‘ni’ used to give force to the negative ‘no? 


156 


Ni un momento he dudado de 
que Vd. cumpliré su palabra 

No se admirir4& de que callemos 
nosotros 

Esto ofrece la ventaja de que lo 
uno no se confunda con lo 
otro 


4 Qué grado tiene este official ? 

4 Cuaél es la m&s hermosa? de 
estas senoras ? 

j Qué nifia tan bonita ! 

4 De qué color lo quiere Vd. ? 

4A que hora sale el tren para 
Madrid ? 

Creo que sale 4 las cuatro 


Distinction between the 
Yo soy amado * 
Nosotros somos amados ® 
Ella es amada # 
Ellas son amadas * 
La ciudad de Troya fué con- 
quistada por los griegos 
Ser facil, dificil, posible, 
posible 


im- 


Ser hombre, soldado, amigo, = 


aleman, francés, inglés, es- 
panol, rey, comerciante, jar- 


dinero, etc. 
Ser grande, chico, bonito, 
loco, negro, 


bueno, malo, 
blanco, leal, etc. 

Ser de oro, hierro, m&rmol, etc. 

Ser de Londres, de Paris, de 
Madrid, etc. 

Este jardin es del rey ! 








APPENDIX 


= I have not doubted at all that you 
will fulfil your word. 
He will not be astonished that we 
keep silent. 
= This offers the advantage that the 
one is not confused with the other. 


What is this officer's rank ? 

Which is the prettiest of these 
ladies ? 

What a pretty little girl ! 

What colour do you want it to be ? 

At what time does the train start 
for Madrid ? 

I believe it goes at four. 


i} 


uses of ‘ser’ and ‘ estar”? 


= I am loved. 

= We are loved. 

She is loved. 

= They are loved. 

The town of Troy was conquered 
by the Greeks. 

= To be easy, difficult, possible, 

ble. 


German, French, 
Spanish, king, merchant, gar- 
dener, etc. 


= To be big, small, pretty, good, 
bad, foolish (mad), Hi 4 white, 


iron, 

To be from London, Paris, 
Madrid, etc. 

This garden belongs to the king 








(is of the king). 
Esta casa es mia! = This house is mine. 
Esta carta es para Vd.! = This letter is for you. 
Es de desear ! = It is to be desired ——. 
Es decir ! = That is to say . 
Es tarde ! = It is late. 
bonita.’ 


1 Or ‘linda’ or ‘ guapa,’ or ‘ 
y @ permanent, and ‘estar’ a temporary 


2 «Ser ’ denotes ugual 


state, but one becomes familiar with their use by practice. 
* The participle agrees in number and gender with the subject. 


APPENDIX 


Es de dia 

Es de noche 

Qué hora es ? 

Estar bien 

Estar enfermo 

Estar indispuesto 

Estar triste 

Estar contento 

Estar en casa 

Estar ausente 

Estar de viaje 

Estar aqui, allé 

Estar cansado 

Estar escribiendo 

Estoy hablando de 

Carlos estaba leyendo una carta 
cuando yo entré 

Estar de guardia 

Estar de prisa 

Estar para 

Estar para salir 

Yo estaba para salir cuando é1 
vino 

4 Como esta Vd. ? 

4 Qué tal esté Vd.? 

Ser bueno 

Estar bueno 

Este vino esta bueno 

Los vinos de Francia son buefios 








Le estoy 4 Vd. muyagradecido 

é Qué tal le parece 4 Vd. este 
vino ? 

Nunca he visto 4 tal hombre ! 


Mi hermana y la de él 
Mi vecina y sus hijas de ella 


157 


= It is daytime. 
= It is night-time. 
== What time is it? 
= To be well. 
5 re be ill. 
= To be indisposed. 
= To be sad. 
= To be content. 
= To be at home. 
To Me absent. 
To be on a journey. 
To be hee, thee 
To be tired. 
To be writing. 
I am speaking about ——. | 
= Charles was reading a letter when 
I entered. ‘ 
To be on the watch. 
To be in a hurry. 
To be on the point of ——. 
To be on the point of going out. 
I was on the point of going out 
when he came. 
How are you ? 
How are you? 
To be good. 
To be well, in good health. 
This wine is good. 
French wines are good. 


oueow ue dt 


Hou ow 


i 


yd nan 


= I am very grateful to you. 
How does this wine seem to you? 


Never have I seen such @ man 
(this kind). 

= My sister and his. 

= My neighbour and her daughters. 


He estado en el campo lo que me = I have been in the country, which 


ha hecho mucho bien 


has done me a Ini of good. 


No creo nada de cuanto él meha = I do not believe anything of what 


dicho . 

Tres personas de quien! he 
recibido favores 

Era su hermano de Vd. al cual ? 
he dado la carta 

EI caballero cuyas cartas hemos 
recibido —— 


he told me. 

= Three persons from whom I have 
received favours. 

= It was your brother to whom I gave 
(have given) the letter. 

= The gentleman whose letiers we 
have received ——. 





1 ‘Quien’ is often used in the singular (instead of ‘ quienes ’) 


“with a subject in the plural. 
2 Or ‘4 quien.’ 


158 APPENDIX 


j Qué hombre ! = Whataman! 

4 Ha oido Vd. algode nuevo? = Have you heard anything new ? 

Si, pero no es nada de bueno = Yes, but it is pam dirs 

4 Hay algo que ver aqui? = Is there anything to be seen here ? 

Si, aqui hay mucho que ver = Yes, there 1s a lot to be seen here. 

4 Ha venido alguien ? = Has anyone come ? 

No, no ha venido nadie = No, no one has come. 

Creemos 4 veces saber mucho y = We believe sometimes we know a 
no sabemos nada lit, but we do not know much. 

No vale cosa = It is worth nothing. 


Todo el mundo Everybody. 
Estoy ajeno de estos negocios = I am strange to this business (pl.) 
No viene hombre ninguno 


No viene ningun hombre | 


= No man is coming. 
Ningan hombre viene 


Tengo algun dinero = I have some money. 
Cierto hombre me loha dicho = A certain man has told me. 
Busque Vd. 4 quienquiera ! = Seek (look for) whom you will. 
La demas gente = The rest of the people (the remain- 
ing people). ne 
Las demas cartas .= The remaining letiers (the other 
: letters). 
Por lo demas, no estoyenojado = For the rest, I'm not angry with 
con él] ? him. 
Fulano * me ha dicho = Such and such (a person) has 
told me. 
Le aconsejo confesarlo = I advise you to confess it. 
Creo haberlo ya dicho = I believe I have already said it. 
Dignese Vd. leer esta carta ! = Be so kind as to read this letter ! 
Caer enfermo = To fall (become) ill. 
A veces = Sometimes. 
A menudo S = Often. 
Muy 4 menudo = often. 
Rara vez = set Big 
De repente 
De pronto at 
De una a = Suddenly. 
ee 
De cuando en cuando ; : 
De vez en cuando } = From time to time. 
A cada instante = At every moment. 
Anualmente = Yearly. 
Por la aye h parte = For ihe most part. 
De propésito 
Corintents j = On purpose. 





1 Asin French, ‘ tout le monde.’ 
2 ‘Estar enojado con’ means ‘ to be angry with.’ 
* ‘Fulano’ signifies ‘some person’ or ‘so and so.’ The words 


*mengano” and *zutano’ are also used with ‘fulano’ with the 
same meaning. 


APPENDIX 159 


De buena gana = Willi : 
En todo caso © =In pico 
Cuanto antes = As soon as possible. 
Al cabo de un afio = At the end of a year. 
Hablar bajo = To speak low. 
Desgraci ente = Unfortunately. 
Digo que si = I say yes.—I say so, 
Digo que no = I say no.—I say not 
Sin falta = Without fail. 
Puede ser = That may be. 
= Ain: at = Perhaps. 

ona cosa 9 
No tay j = That's not so. 
Con la mira —— ) 
Con el fin —— = With. the intention of —~. 





Con motivo de } 
Deseo hacer un viaje por Espana! = I want io iravel through Spain. 
Suelo verle de tiempo en tiempo = I used to see him from time to 


: time. 
Temo ver 4 mi enemigo = I fear to see my enemy. 
Veo venir mucha gente = I see many people coming. 
Facil es criticar, pero dificil = It is easy to criticise, but difficul 
hacerlo mejor to do better. 
Prohibi 4 mi hijo ir al teat = I forbade my son to go to the 
theatre. 


Lo hizo certificar por el Consul = He had it certified by the consul. 
Los pajarillos alegres empezaban = The happy little birds began to 


4 anunciar con su cantico - announce the coming of the 
armonioso la venida de la dawn with (by) their har- 
aurora monious chant (singing). 


Cain maté 4 su hermano Abel = Cain killed his brother Abel. 
El fuego de los enemigos era = The enemy’s fire was terrible. 
terrible 


Todo parecia tranquilo = hing seemed quiet. 

Ritaba: etches psnaie S recibi = lon ill when I received this 
esta carta letier. 

Mi hermana esta cansada = My sister is tired. 

Por llover tanto no podemos = As it is raining so much we 
salir cannot go out. 

Partimos al amanecer y Ilegamos = We departed at daybreak and 
al anochecer returned at nightfall. 

Esto no se puede decir Thai may not be said. 

This cannot be done. 


Eso no se puede hacer = 
Le dejo hacer lo que quiere = 
No le dejo salir = 
No es menester que Vd. me = 

conteste answer me. 


No estoy obligado de hacer esto = I am not obliged to do this. 
j Déjathe ?-en paz! = Leave me in peace ! as 


1 This is the second person singular with ‘ thou.’ 


I let him do what he likes. 
I do not allow him to go out. 
It is not necessary for you to 





160 


A no estar yo aqui se habria 
quemado toda la casa 


Tengo que salir 

Me es preciso salir ) 

Es preciso que yo salga ! j 

Lo que he dicho 

Yo estaba para salir cuando el 
vind 

4 Dénde esta el retrete ? 

El tren tiene diez minutos de 
retraso 

Ya llega el tren ! 





Al tren ! 

4 Cudnto cuesta un 
ida y vuelta ? 

El despacho de equipajes 

Un billete de primera clase 

La corrida de toros 

No me gustan las corridas de 
toros 

No me gusta este hombre 

No pudimos menos que pagar 
sus deudas 

El me lo ha dicho 

Los autores clasicos 

Con la mayor placer 

Q.B.S.M. # 

Multiplicar 

Dividir 

Calcular 

La suma 

La pérdida, ganancia 

El recibo 

Un par 

Una docena 

Un medio 

Un tercio 

Un cuarto 

Doble 

Triple 

Ocho dias ha * que le he visto! 


billete de 


Hace cuatro dias que le escribi = It paper 


la carta 


APPENDIX 


= If I had not been here the whole 
house would have burned (been 
burnt). 

I have to go out. 


I must go out. 

What I have said ——. 

I was about to go out when he 
Ww he lavatory 

here is t ? 

The train is ten minutes late. 


HT 


nou ot 


tl 


= There comes the train (already 
arrives). 

= All aboard ! Get in! (the train). 

= How much does a return (going 
and returning) ticket cost? 

=- The luggage-office. 

= A first-class ticket. 

The bull-fight. 

do not like bull-fights. 


do not like this man. 

e could not do less than pay his 
debts. 

e told me so (it). 

lassic authors. 


i 
Reese (Ss 


Wi 
som = 


ith the greatest pleasure. 


3335 
e 


v reckon, calculate. 
he sum (of money). 
he loss, gain. - 
he receipt. 


jae Har Nee: 


Ro Ra a A 


rnd dannr din bada dae 


It is eight days since I have seen 


days since I wrote him 
the letter. 





1 Subjunctive with ‘ preciso’ 


2 ‘Que besa sus manos.’ 


(necessary). 


A common ending to a letter, meaning 


‘who kisses your hands’; the signature follows. 


3 * Hace’ is also common. 


APPENDIX 


Mi hermano ha muerto 4 la edad 
de treinta y dos afios 

Ambos estan en casa 

Los dos juntos han lIlegado 
anoche 

4 Qué fecha tenemos hoy ? ! 

Estamos 4 doce de julio 

Los mas de los dias 

A los menos : 

En esta batalla murieron més de 
dos mil hombres 

No tengo més que diez pesetas 


161 


= My brother died at the age of 
thirty-two years. 

= Both are at home. 

= Both arrived together last night. 


= What is the date to-day ? 

= It is the twelfth of July. 

= Most days. 

= At least. 

= In this battle there died more than 
two thousand men. 

= I have no more than two pesetas. 


Tengo hoy mas dinero del que = To-day I have more money than I 


tenfa ayer 

Este arroyo tiene ahora menos 
agua de la que tenia el mes 
pasado 

Tu eres mas rico que yo 

Majfiana por la mafana 

Pasado mafana 

Ayer por la manana 

Anteayer 

Anteanoche 

Pasado mafiana por la tarde 


Hoy hace cuatro dias 
Mediodia 

El mes corriente 

El mes pasado 

El mes préximo 

A principios del mes 
A fines del mes 

De dia, de noche 

Ya amanece 
Anochece ya 

El sol se pone 

El sol sale 

Ya sale el sol 

Hace luna 2 

Hace sol 2 

Truena 

Relampaguea 

Hiela, esta helando 
Llueve & cantaros 
Llueve 

Est4 nublado 
Quisiera hablar por teléfono ! 
Desearta certificar esta carta 


had yesterday. 
= This stream (brook) has less water 
than it had last month. 


Thou art richer than I am. 

To-morrow morning. 

The day after to-morrow. 

Yesterday morning. 

The day before yesterday. 

The evening before last. 

The day after to-morrow— 
evening. 

Four days ago from to-day. 

Midday. 

The present month. 

= Last month. 

= Next month. 

= At the beginning of the month. 

= At the end of the month. 

= By day, by night. 

= It is getting light. 

= It is getting dark. 

= The sun is rising. 

= The sun is going down. 

= The sun is going down already. 

= The moon is shining. 

= The sun is shining. 

= It thunders, it is thundering. 

= It is lightening. 

= Itis freezing. 

= It is pouring (with rain). 

= It is raining. 

= It is cloudy. 

= I want to speak over the telephone. 

= I should like to register this letter. 


| || 





1 One can also say, ‘4 A cuantos estamos hoy?’ 
2 Note the use here of the verb ‘hacer.’ 


162 APPENDIX 


El buzén 
4Dénde hay por aqui un 
_buzén ? 


Vd. esta calle y luego la 
primera de la rack ! 
Siga Vd. la segunda calle 4 la = 
izquierda ! 


La raya 

Quisiera hacer algunas compras 
Cambiar dinero 

Me es indiferente ! 

No es costumbre 


Aqui tiene Vd. todo lo necesario! 


El! desayuno 

Aqui tiene Vd. mi tarjeta 
Podria Vd. reeomendarme—— 
amos con mucha velocidad 

Est& ocupado 

Aguarde un momento ! 

Me permite Vd. que le acom- 
pane ? 

4 Mozo, cuanto debemos ? 

} A la salud de Vd.! 

j Venga Vd. tomar asiento aqui! 

| Mozo, traiganos'm4s vino! 

4 Est4 libre este asiento ? 

Si, esté 4 la disposicién de Vd. 

1 Dispense Vd. que no le acom- 

fie ! 


pa 
Tener calentura 
Mudar de casa 


Mudar de vestido 

Ir 4 casa 

Salir de casa 

Volver 4 casa 

El abrir ! de la puerta 

EI leer me gusta 

El rugir ' del leén 

| Qué facil es dar consejos ! 

El dié 4 entender que — 
hoy 6 mafiana 


No es culpa mia! 

No hay nada mejor que decir 
siempre la verdad 

j Digaselo Vd.! 


= The letier-boz. 
= Where is there a letier-box about 
here ? 
= Follow this street, and then the 
first on the right. 
Follow the second street to the left. 


= Will you allow me to accompany 
you ? 
Waiter, how much do we owe ? 


to-day or to-morrow. 
= It’s not my fault. 
= There is nothing better than 





1 Note the use of the infinitive in these cases. 


APPENDIX 163 


No viene sino tres veces por = Heonly comes three times a week. 
semana 

No se ha de vivir para comer, tee eneld 50 is 9 Ath, et 
sino ? comer para vivir 


Acabar de venir = To bees jusl Goad: 
Quebrar = To break. 
Quedar = To remain, stay. 
Quejar = To complain. 
we = oa 089 
Prestar ro 4 alguno = To someone Pn 
Responder 4 la pregunta = To answer the 7 
Responder de una cosa = To answer for a thing. 
Robar dinero 4 alguno = To rob someone of money. 
Sentarse 4 la mesa = To sit at the table. 
Sentarse en la silla = To sit on a chair. 
Caer en error = To fall into error. 
Caer en tierra = To fall to the 
Caer de lo alto = To fall from above. 
Caminar 4 pié = To go on foot. 
Caminar 4 (para) Madrid = To walk to Madrid. 
Gozar de una cosa = To enjoy a thing. 
Oler 4 alguna cosa = To smell something. 
Poner alguna cosa en alguna = To put something somewhere. 
parte 
Saltar de gozo = To jump for joy. 
Subir 4 (en) alguna parte = To mount (ascend) somewhere. 
Subir de la bodega = To come up from the cellar. 
Subir sobre la mesa = To get on the table. 
Creer en Dios = To believe in God. 
Tratar de cobarde = To treat (someone) as a coward. 
Tenir de azul = To dye (stain) blue. 
Dejar de escribir = To leave off writing. 
Cuidar de algo = tac after, take care of, some- 
ng. 
Gustar de alguna cosa = ae ee oe “ 
Fijar algo en la pared = To fiz something on the 
Partiren pedazos~ - = To break into pieces. 
Partirse de Espafa = To leave Spain. 
Volar de rama en rama = To fly from branch to branch. 
Vivir de limosna = To live by alms (charity). 
Despertar 4 alguno = To awaken someone. 
Enfadarse con (contra) alguno = To become angry with someone. 
Gozar de ajguna cosa = To find pleasure in, io enjoy 
anything. 
Morir de poca edad = To die young. 
Morir de la peste = To die of plague. 
Morirse de frio = To be dying of cold. 
Rogar algo 4 alguno = To request something of someone. 
Dividir en partes = To divide into parts. 





1 * Sino’ is used after the negative instead of ‘* pero.’ 


Ty ee, APPENDIX 


Me falta = I lack ——. 

No puedo explicarmelo ! = I cannot quite understand tt (I 
. cannot explain it to myself). 

Al ver yo al ladrén, se escondi6 = On my seeing the thief, he hid 

himself. ee 
4Como le han tratado 4 Vd.? = How did they treat you? 
A los franceses les han costado = The wars of the French have cost 
mucha sangre sus guerras them a lot of blood. 


Lleva Vd. dinero consigo ? | ee . 
Llevan Vas. dinero consigo? | = D0 you carry money with you? 





Abierto = Open (from Abrir). 
Cubierto = Covered (from Cubrir). 
Impreso = Printed, impressed (from Im- 
rimir). 
Muerto = Dead (from Morir). 
Puesto = Put, placed (from Poner). 
Hay en espafiol tres grados de = There are in Spanish three 
comparacién de los ajetivos degrees of comparison of ad- 
jectives. 


Este sefor es mas rico de lo que = This gentleman is richer thancne 
se cree thinks (is thought). 

Ella es menos astuta de lo que = She is not so astute as she appears. 
parece 























ree 


a 





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